On the relationship between group functioning and study success in problem-based learning

Purpose The paper aims to explore the effect of problem-based learning (PBL) embedding degree and education level on individual perception, as well as the moderating effect of nationality. Design/methodology/approach The paper first conceptualizes PBL embedding degree which means the extent of applying PBL. It takes an empirical study on an international MBA class in one of the first-class universities in China. An investigation is taken with the designed “PBL-based Cognitive Perception Scale” and an Ordered Probit Model is constructed. Findings The findings of this study are as follows: PBL embedding degree has a significant effect on the cognitive perception of student, which varies in different dimensions; the educational level of international student positively affects the cognitive perception toward PBL; and nationality may moderate the relationship between the PBL embedding degree and individual perception. Originality/value The paper replenishes the investigation and application of Bloom’s Taxonomy of Learning. By conceptualizing PBL embedding degree, the paper extends the research perspectives of PBL and proposes a subjective method on the evaluation of PBL. The paper also may provide a guidance for PBL curriculum design with sustainable development of education.

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The relationship between professional behaviour grades and tutor performance ratings in problem-based learning

Medical Education ◽

10.1111/j.1365-2929.2005.02373.x ◽

2006 ◽

Vol 40 (2) ◽

pp. 180-186 ◽

Cited By ~ 8

Author(s):

Diana HJM Dolmans ◽

Scheltus J Luijk ◽

Ineke HAP Wolfhagen ◽

Albert JJA Scherpbier

Keyword(s):

Problem Based Learning ◽

Performance Ratings ◽

Professional Behaviour ◽

The Relationship

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The Relationship between Attitudes towards Problem-based Learning and Motivated Strategies for Learning: A Study in School of Physical Education and Sport

The Anthropologist ◽

10.1080/09720073.2015.11891748 ◽

2015 ◽

Vol 20 (3) ◽

pp. 446-456 ◽

Cited By ~ 1

Author(s):

Ender Senel ◽

Hakki Ulucan ◽

Ilhan Adilogullari

Keyword(s):

Physical Education ◽

Problem Based Learning ◽

The Relationship

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The Problem-Based Learning Approach towards Developing Soft Skills: A Systematic Review

The Qualitative Report ◽

10.46743/2160-3715/2020.4114 ◽

2020 ◽

Author(s):

Sadia Deep ◽

Ali Ahmed ◽

Nazia Suleman ◽

Muhammad Zahid Abbas ◽

Uzma Naza ◽

...

Keyword(s):

Systematic Review ◽

Soft Skills ◽

Empirical Studies ◽

Leadership Skills ◽

Problem Based Learning ◽

Vocational Education And Training ◽

Relationship Of ◽

The Relationship ◽

And Training

In this paper, we review systematically the role of problem-based learning (PBL) in developing soft skills in Technical and Vocational Education and Training (TVET) and other fields of studies. The Systematic Literature Review (SLR) includes the most recent empirical, review, and conceptual studies from TVET and other multiple fields of studies including medicine, humanities, and engineering between the years of 2001 and 2016 collected from four databases. A qualitative method was used to accomplish the systematic review. After the collection of articles, the selected studies were analyzed through thematic analysis. From this review, we concluded that PBL as an instructional approach has a significant role in the development of soft skills among students of various disciplines including TVET; empirical evidence is predominantly conclusive in identifying the acquisitions of various soft skills including communication skills, conflict resolution skills, leadership skills, and interpersonal skills, and finally, several factors might influence the relationship of PBL and soft skills such as duration and process of PBL instruction, role of facilitator, and awareness and training of learners. Moreover, there are fewer number of empirical studies on the role and effects of PBL approach to developing soft skills in TVET.

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A Study on the Influence of Multi-Teaching Strategy Intervention Program on College Students’ Absorptive Capacity and Employability

Frontiers in Psychology ◽

10.3389/fpsyg.2021.631958 ◽

2021 ◽

Vol 12 ◽

Author(s):

Michael Yao-Ping Peng ◽

Lin Wang ◽

Xiaoyao Yue ◽

Yan Xu ◽

Yongjun Feng

Keyword(s):

Student Learning ◽

Absorptive Capacity ◽

Intervention Strategy ◽

Problem Based Learning ◽

Test Group ◽

University Education ◽

Future Research ◽

Control Group ◽

Learning Abilities ◽

The Relationship

Student employability is a key aspect of any university degree. The relationship between high student learning outcomes and high employability is a problem that needs to be addressed and improved by colleges and universities. Students with high employability can find good jobs after graduation and perform well in the workplace. Employability is associated with the success of university education, thus giving the university a good reputation. This study explores the development of employability, alongside teaching and student learning abilities to examine how these variables affect student employability. The study collected 442 responses to a questionnaire to investigate the relationship between pedagogy for employability, problem-based learning, absorptive capacity, and student employability based on a structural model. The SEM results show that pedagogy for employability and problem-based learning positively correlate to absorptive capacity; pedagogy for employability and absorptive capacity positively correlate to student employability. We then analyzed a case study teaching intervention strategy with 221 students from the school of management and discuss the differential results of all variables. Results showed that the test group was superior to the control group in each variable performance, indicating that the intervention strategy proved effective. Based on these findings, this study proposes suggestions for future research.

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Exploring the Relationship between Law Students’ Prior Performance and Academic Achievement at University

Education Sciences ◽

10.3390/educsci9030236 ◽

2019 ◽

Vol 9 (3) ◽

pp. 236

Author(s):

Katri Kleemola ◽

Heidi Hyytinen

Keyword(s):

Academic Achievement ◽

Quantitative Methods ◽

Law Students ◽

Advanced Mathematics ◽

Study Success ◽

University Admissions ◽

Prior Performance ◽

Low Performance ◽

Matriculation Examination ◽

The Relationship

As Finnish university admissions are reformed, more information is needed on the relationship between performance in prior education and later academic achievement. Transition to university is a critical period, and low performance in prior education is associated with challenges in later study. In the present study, law students’ (n = 426) performance in the National Matriculation Examination was investigated in relation to later academic achievement at university. Quantitative methods were used. Findings showed that prior performance was not only associated with study success but also with study progress. The results also showed that law students who had grades in the advanced mathematics course were faster and more successful at university. This work contributes to the existing knowledge of university admissions ahead of the Finnish reform by providing new insights into prior performance and how it is related to academic achievement at university.

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Exploring the Relationship Between Learners' Uncertainty Level and Learning Performance in an Authentic Problem-Based Learning Environment

Advances in Higher Education and Professional Development - Transforming Curriculum Through Teacher-Learner Partnerships ◽

10.4018/978-1-7998-6445-5.ch010 ◽

2021 ◽

pp. 179-198

Author(s):

Kah Heng Loh ◽

You Ping Lim

Keyword(s):

Learning Process ◽

Engineering Students ◽

Learning Experience ◽

Problem Based Learning ◽

Learning Performance ◽

Strong Negative Correlation ◽

Learning Satisfaction ◽

Learning Score ◽

The Relationship ◽

Uncertainty Level

Many educators believe that learners' learning experience can be enhanced by infusing uncertainty into their learning process. The authentic problem-based learning (APBL) model allows uncertainty to be incorporated into ill-structured problem to motivate learners' learning process. This study looks into the relationship between learners' uncertainty level and learning performance in APBL model which involve participation of 78 engineering students from Taylor's American Degree Program. A questionnaire consists of 30 items of uncertainty construct and 10 items of learning satisfaction is developed to measure learners' uncertainty level and satisfaction at the end of APBL. Learners' learning satisfaction, learning attitude, and learning score on APBL activities which form the learning performance is computed. The Cronbach's alphas for uncertainty construct and learning satisfaction are 0.89 and 0.92 respectively. The zero order Pearson's correlation analysis showed a strong negative correlation between uncertainty level and learning performance.

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