Stimulating pre-service teacher academic achievement through problembased learning (PBL)

Abstract

This study is focused on Problem-Based Learning (PBL) methodology and academic achievement due to the fact that academic achievement is a core learning process which also involves a problem solving task. A quasiexperimental design was employed in this study, where 45 pre-service teachers undertaking a B. Ed (Economics) were randomly assigned to the experimental (n=23) and control groups (n=22). The PBL method was utilised in the experimental group while the traditional learning method was utilised in the control group. The analysis focused on comparisons between the PBL and traditional learning groups in terms of their Academic Achievement Test (AAT), a series of one-way between group analysis of covariance (ANCOVA) tests, in which pre-AAT was used as a covariate when looking at differences between the PBL and TL groups in mid-and post-AAT. Regarding the effects of PBL on pres-service teachers' academic achievement as measured by an instrument, the AAT showed at baseline no differences existed between the two groups. The PBL method yielded significantly higher Achievement scores at mid-intervention and post-intervention test, which indicated better students' academic achievement. The study findings showed the positive effects of PBL towards pre-service teachers' performance in academic on Business Education in Malaysia.

Geology and Environment: A Problem-Based Learning Study in Higher Education

“…As an educational method, PBL has been gaining ground and many studies point out several advantages: student satisfaction [28], ability to integrate new information into previous knowledge [29], a greater ability to transfer concepts to new problems [30], better results [31], development of various general skills [32], increasing student attitudes and interest in a STEM career [33], providing more opportunities for students' collaboration, and, thus, promoting higher-order thinking skills [5] and enhancing student achievement [34], among others. In broader studies, literature reviews and meta-analyses reported positive reactions to the methodology [35], gains in attitudes [36], and retention of knowledge for longer periods of time compared to the traditional methodology [37], increasing articulation compared to other active learning strategies [20], but not always better academic results [38].…”