Exploring Student Attrition in Problem-Based Learning: Tutor and Student Perceptions on Student Progress

This article outlines and evaluates a military social work course as it has been taught by three social work faculty members at two universities in the southeastern US. The authors highlight why these courses are needed within social work undergraduate and graduate programs. They report how CSWE-identified military practice behaviors are addressed within the course. They also describe how practice-based learning approaches appear to be ideally suited for teaching military social work curricula. Data on student perceptions of military social work courses and the application of problem-based learning are presented along with an assessment of knowledge gains and ability to practice military social work. Findings reflect that social worker students find these courses helpful and that they believe that problem-based courses in this subject help prepare them for initial work with this population. They also highlight the need for an extensively updated military social work textbook addressing major changes within the military and social work over the last decade.

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The first year: A cultural shift towards improving student progress

Higher Learning Research Communications ◽

10.18870/hlrc.v6i1.305 ◽

2016 ◽

Vol 6 (1) ◽

pp. 10-20 ◽

Cited By ~ 4

Author(s):

Becky Jobe

Keyword(s):

Student Satisfaction ◽

Methodological Approach ◽

Student Attrition ◽

First Year ◽

Cultural Shift ◽

Student Progress ◽

Innovative Solutions ◽

Primary Focus ◽

Retention And Graduation Rates ◽

Institutional Priority

Student attrition has been a primary focus among higher education institutions for nearly 50 years, yet overall retention and graduation rates continue to be of significant concern. Despite increased attention, ongoing struggles of colleges and universities to effectively address potential barriers to student progress are well-documented. Part of the challenge lies in garnering widespread organizational commitment that establishes student progress as an institutional priority. Along with leadership commitment, broad institutional involvement and adherence to a systematic approach to testing new, innovative solutions are necessary to better position the institution to make clear, evidence-based decisions that improve the student experience. The purpose of this manuscript is to detail one university’s cultural shift towards establishing a clear student progress strategy (with particular focus on the first year), and the methodological approach that laid the foundation for a multi-year study of initiatives that resulted in improved student satisfaction, performance, and retention.

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Problem-based learning in Gross Anatomy: Assessment Outcomes and Student Perceptions

Journal of Biology and Life Science ◽

10.5296/jbls.v4i1.2639 ◽

2012 ◽

Vol 4 (1) ◽

Author(s):

Chunhua Chen ◽

Weiguang Zhang ◽

Lihua Qin ◽

Haimeng Cui ◽

Dandan Linghu ◽

...

Keyword(s):

Student Perceptions ◽

Evaluation Method ◽

Teaching Method ◽

Problem Based Learning ◽

Gross Anatomy ◽

Health Science ◽

Learning Method ◽

Science Center ◽

Learning Attitudes ◽

Peking University

This study aimed to study whether the problem-based learning (PBL) as an educational strategy can be of great help in improving the quality of gross anatomy and the attitude of students towards the learning method in China. It was performed in Basic Science of Peking University Health Science Center. The study sample included 200 students and they were assigned to 20 groups. Data collection was done by a questionnaire survey and interview to examine the students’ learning attitudes and perceptions toward this platform as a possible learning tool. Data obtained were compared and the main themes were determined. At the end of data analyses, we gave feedback and evaluation. We found out the satisfaction of students with this learning method and the students’ interest and ability improvement after this teaching method. Also, we showed the problems and largest obstacle that the students face in this learning mode and their expectant evaluation method. The study clearly pointed out that the PBL benefits a lot for the students in the study of gross anatomy despite of the existing problems. In the future, we should implement PBL combined with the characteristics of traditional anatomy teaching in China.

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Student Perceptions Change in a Chemical Engineering Class using Cooperative Problem Based Learning (CPBL)

Procedia - Social and Behavioral Sciences ◽

10.1016/j.sbspro.2012.09.697 ◽

2012 ◽

Vol 56 ◽

pp. 627-635 ◽

Cited By ~ 1

Author(s):

Fatimah Mohamad Adi ◽

Fatin Aliah Phang ◽

Khairiyah Mohd Yusof

Keyword(s):

Student Perceptions ◽

Chemical Engineering ◽

Problem Based Learning

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Student perceptions of an embedded problem-based learning instructional approach in a hospitality undergraduate programme

International Journal of Hospitality Management ◽

10.1016/j.ijhm.2004.09.007 ◽

2005 ◽

Vol 24 (3) ◽

pp. 437-464 ◽

Cited By ~ 32

Author(s):

Jakša Kivela ◽

Ruth Jeanine Kivela

Keyword(s):

Student Perceptions ◽

Problem Based Learning ◽

Instructional Approach ◽

Undergraduate Programme

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Student Perceptions of Problem-Based Learning: A Case Study of Undergraduate Applied Agrometeorology

ISRN Education ◽

10.1155/2013/982942 ◽

2013 ◽

Vol 2013 ◽

pp. 1-9 ◽

Cited By ~ 1

Author(s):

Linda De Wet ◽

Sue Walker

Keyword(s):

Critical Thinking ◽

Student Perceptions ◽

Real World ◽

Formal Education ◽

Real Life ◽

Problem Based Learning ◽

Ongoing Study ◽

Weather Data ◽

The World

Many students do not seem to transfer their learning during formal education into applications in the real world. The objective of this ongoing study was to investigate the opinion of third-year students concerning their program through problem-based learning and to improve the module where necessary. Students attending theory classes had to apply their newly gained knowledge coupled with real-life weather data to solve a problem during practicums. Students attending practicums were given the same questionnaire thrice; thus, the answers were based on different sets of exercises. Responses by attendees for the three questionnaires were 73%, 100%, and 61%, respectively. Students preferred problem-based practicums (78%, 54%, and 72%, resp.) to other non-problem-based practicums. Most students thought that their knowledge had improved and it had prepared them better for the workplace (85%, 77%, and 92%, resp.). Generally students preferred working in groups (74%, 62%, and 56%, resp.), in contrast to those preferring to work individually. Students benefited from problem-based learning in that they thought they had improved their knowledge, skills, and critical thinking abilities and felt that they had learnt things that they could carry into their future lives out in the world at large and the workplace.

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Development of a Problem-Based Learning Management System-Supported Smartphone (PBLMS3) Application Using the ADDIE Model to Improve Digital Literacy

International Journal of Learning Teaching and Educational Research ◽

10.26803/ijlter.20.11.7 ◽

2021 ◽

Vol 20 (11) ◽

pp. 115-131

Author(s):

Rahmat Rizal ◽

Dadi Rusdiana ◽

Wawan Setiawan ◽

Parsaoran Siahaan

Keyword(s):

Student Perceptions ◽

Physics Education ◽

Digital Literacy ◽

Management System ◽

Learning Management System ◽

Problem Based Learning ◽

Wilcoxon Test ◽

Learning Management ◽

Addie Model ◽

Expert Validation

This research aims to describe the development process of a problem-based learning management system-supported smartphone (PBLMS3) application using the ADDIE Model (analysis, design, development, implementation, and evaluation) and to determine its effectiveness in improving digital literacy. Data were collected from 40 physics education students in Tasikmalaya, consisting of 13 males and 27 females with an average age of 20 years. Data collection techniques included a literature study, expert validation, digital literacy test, and a questionnaire on student perceptions. Expert validation was obtained from three experts using a Likert scale and processed by the validation value equation developed by Aiken. The expert validation resulted in a value of 0.92, which met the minimum validation requirements. Furthermore, the effectiveness of the PBLMS3 application in improving digital literacy in online physics learning was determined by a statistical process using the Wilcoxon test. Based on its results, the t-value was 0.4752, with a p-value of 0.00 < 0.05. This means that the PBLMS3 application is effective for and capable of improving students’ digital literacy. Further research is recommended to determine other factors capable of improving digital literacy.

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