Improving University Students' Critical Thinking and Problem-Solving Skills: How Problem-Based Learning Works during COVID-19 Pandemic?

Abstract

With the COVID-19 pandemic spreading all around the world, higher learning institutions were forced to shut down or limit the people in contact to control the spread of diseases. Under this circumstance, remote learning that emphasized learning via online setting was embraced in higher education to replace the physical classroom during the pandemic time. This study designed a single Problem-Based Learning (PBL) module using remote learning to examine the students' experience in PBL, and to what extent the PBL module helps students improve their critical thinking and problem-solving skills. The remote learning PBL module was conducted using the reflection method to assess the students' experiences in PBL learning. On the other hand, a set of survey questionnaires was distributed to 34 undergraduate students to gather the responses for the assessment of critical thinking and problem-solving skills. This study employed both quantitative and qualitative analysis to investigate the students’ critical thinking, problem-solving skills and their experience in remote learning PBL. Using paired sample t-test to test the difference between pre- and post- remote learning PBL class, results indicated that there was a significant improvement in students’ critical thinking and problem-solving skills after remote learning PBL class. On the other hand, thematic analysis of students’ feedback on remote learning PBL class- first, second, and third meetings, indicated that students gradually improved their critical thinking and problem-solving skills. Although students implied positive feedback on the class, however, some of them were facing difficulties in understanding the module or physical disruptions that distracted their learning. The findings gave insights for the lecturers to design a suitable learning course during the pandemic time. Moreover, the findings highlighted challenges that gave insights for the lecturers to look at the students’ feedback from time to time to improve the learning mechanisms and to create a better learning environment.