Experimenting With The Problem-Based Learning

• Main Author: Bani Hashim, Ahmad Yusairi
• Format: Conference Object
• Language: English
• Published: 2008
• Subjects: L Education (General); LB Theory and practice of education; Norway; Tromso
• Online Access: http://eprints.utem.edu.my/id/eprint/20135/; http://eprints.utem.edu.my/id/eprint/20135/1/EXPERIMENTING%20WITH%20THE%20PROBLEM-BASED%20LEARNING-AHMAD%20YUSAIRI%20BANI%20HASHIM-MAK%2000591%20RAF.pdf

Departing from traditional approach to a new one in teaching practice is not easy. Being a new university that subscribes to even newer teaching practice results complication. The teaching staff are trained within traditional teaching boundary, whom are relaxed by the approach for teaching that they have accustomed to. The problem-based learning or PBL is not a new teaching practice. Only a few institutions of higher learning implement this approach such as the Temasek Polytechnic, Singapore; and Tromso University College, Norway. Based on the successes of these institutions, we choose to experiment PBL into our academic settings. The respondents comprise of 50 second-year students and 53 final-year students. Using both qualitative and quantitative research methods, and making this experiment's scope only to analyzing students' feedbacks while undergoing the course, this paper explores approaches, methodology, and ways into which PBL may be implemented effectively in the future. Improved topic understanding, team-working, independent were some of the positive feedbacks on the PBL approach. On the contrary, PBL was said to be good for individual work rather than grouping and too much time was spent for every session. In addition, around 60% of respondents agree that PBL stimulates thinking more spontaneously, induces a refreshing change from the routine classroom lessons, and contributes to the depth of learning.