scholarly journals The Effects of Simulation Problem-Based Learning on the Empathy, Attitudes toward Caring for the Elderly, and Team Efficacy of Undergraduate Health Profession Students

2021 ◽  
Vol 18 (18) ◽  
pp. 9658
Author(s):  
Hae-Kyoung Son
Keyword(s):  
Undergraduate Students ◽  
Interprofessional Education ◽  
Teaching Method ◽  
Problem Based Learning ◽  
The Elderly ◽  
Health Profession ◽  
Dental Hygiene Students ◽  
Team Efficacy ◽  
Quasi Experimental ◽  
Simulation Problem

Undergraduate students studying health professions receive a uniprofessional education in an isolated educational environment within the university curriculum, and they have limited opportunities to experience collaborative learning through interactions with other professions. This study adopted a one-group, pretest–posttest, quasi-experimental design to investigate the effect of an undergraduate course that applied simulation problem-based learning (S-PBL) on nursing and dental hygiene students’ empathy, attitudes toward caring for the elderly, and team efficacy. The S-PBL was designed based on the ARCS model of motivation proposed by Keller, and the subjects (n = 24) participated in a small group activity of identifying and checking for medical errors that may pose a threat to patients’ safety. The results showed that there was a statistically significant increase in the subjects’ attitudes toward caring for the elderly (t = 3.11, p = 0.01) and team efficacy (t = 2.84, p = 0.01) after participating in the S-PBL. The teaching method developed by this study aims to counteract the problems of the limited experience available to undergraduate health profession students during clinical practicum in the context of the COVID-19 pandemic and the limitations of interprofessional education, and it has established the groundwork for further exploration of the learning transfer effect of S-PBL.

scholarly journals IMPLEMENTATION OF PROBLEM-BASED LEARNING MODEL TO INCREASE SELF-CONFIDENCE AND UNDERGRADUATE STUDENTS UNDERSTANDING OF THE ELECTROCHEMISTRY CONCEPT IN CHEMICAL EDUCATION

2020 ◽  
Vol 17 (35) ◽  
pp. 216-226
Author(s):  
Ratu Betta RUDIBYANI
Keyword(s):  
Undergraduate Students ◽  
Problem Based Learning ◽  
Sampling Technique ◽  
Control Group ◽  
Chemistry Teaching ◽  
Class A ◽  
Self Confidence ◽  
Class B ◽  
Post Test ◽  
Quasi Experimental

Chemistry is one of the scientific disciplines considered difficult for students to understand its microscopic and macroscopic concepts. Students also claim that this discipline is tedious and complicated. They are unable to connect what is shown in the visual structure to the process and phenomenon. In the context of self-motivation among university students, there is a higher chance of expanding the stimulation of learning. This study aimed to improve self-confidence and the mastery of concepts of chemistry teaching students using problem-based learning. The quasi-experimental method was used with the design of the non-equivalent pre-test-post-test control group. The population included all students in the electrochemistry class at Lampung University in 2019. The purposeful sampling technique employed divided the sample into two groups. The first group was called Class A and was considered as the experimental class - using problem-based learning -. The second group, Class B, was recognized as the control class - using the conventional model in which the teacher applied the speech method in the delivery of materials during the class -. Class A's self-confidence and mastery of concepts have a higher nGain value than class B, and the result of the effect size is that class B has a more significant effect than class A. Based on the outcome, one can conclude that problem-based learning has a significant influence on improving self-confidence and mastery of concepts on the electrochemical theme.

scholarly journals Effects of Problem Based Learning Method and Lecture Teaching Method on Academic Achievement of Students

2021 ◽  
Author(s):  
Peter Oyier Ogweno ◽  
Nephat J. Kathuri ◽  
Agnes Oywaya
Keyword(s):  
Student Performance ◽  
Teaching Method ◽  
Problem Based Learning ◽  
Poor Performance ◽  
Target Population ◽  
Analysis Of Covariance ◽  
Control Group ◽  
National Examination ◽  
Significant Difference ◽  
Quasi Experimental

The research examined the effects of Problem Based Learning (PBL) and Lecture teaching method (LTM) on students’ achievement in agriculture subject. This research was necessitated by consistent poor performance of students in agriculture subject in the national examination, Kenya Certificate of Secondary Education (KCSE). The aim was to determine and compare the achievement of students in PBL and LTM. Quasi-Experimental design, following a Non-equivalent Control Group Pre-test-Post-test was adopted. PBL was the treatment, while LTM group was control. All the students of agriculture and teachers of agriculture formed the target population. Stratified random sampling was used to sample 12 schools. Six schools were subjected to PBL while the other six schools followed LTM. The sample size was 484 Form Two agriculture students and 12 teachers of agriculture. Data were collected through agriculture achievement test. Descriptive statistics and analysis of covariance (ANCOVA) was used to analyse the data. The results established that PBL has the greatest potential in improving students’ achievement in agriculture compared with LTM. The PBL method significantly (p<.05) improved the student performance in agriculture. A statistically significant difference was found between students of PBL and LTM. The effects of PBL were more noticeable, therefore, the results are robust enough to inform practicing teachers to adopt PBL method because it has demonstrated its effectiveness in delivering content. The results may inform education experts at tertiary institutions and universities in Kenya on the benefits of implementing PBL method to pre-service teachers.

scholarly journals Effects of Problem Based Learning Method and Lecture Teaching Method on Academic Achievement of Students

2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Peter Oyier Ogweno ◽  
◽  
Nephat J. Kathuri ◽  
Agnes Oywaya ◽  
◽  
...  
Keyword(s):  
Student Performance ◽  
Teaching Method ◽  
Problem Based Learning ◽  
Poor Performance ◽  
Target Population ◽  
Analysis Of Covariance ◽  
Control Group ◽  
National Examination ◽  
Significant Difference ◽  
Quasi Experimental

The research examined the effects of Problem Based Learning (PBL) and Lecture teaching method (LTM) on students’ achievement in agriculture subject. This research was necessitated by consistent poor performance of students in agriculture subject in the national examination, Kenya Certificate of Secondary Education (KCSE). The aim was to determine and compare the achievement of students in PBL and LTM. Quasi-Experimental design, following a Non-equivalent Control Group Pre-test-Post-test was adopted. PBL was the treatment, while LTM group was control. All the students of agriculture and teachers of agriculture formed the target population. Stratified random sampling was used to sample 12 schools. Six schools were subjected to PBL while the other six schools followed LTM. The sample size was 484 Form Two agriculture students and 12 teachers of agriculture. Data were collected through agriculture achievement test. Descriptive statistics and analysis of covariance (ANCOVA) was used to analyse the data. The results established that PBL has the greatest potential in improving students’ achievement in agriculture compared with LTM. The PBL method significantly (p<.05) improved the student performance in agriculture. A statistically significant difference was found between students of PBL and LTM. The effects of PBL were more noticeable, therefore, the results are robust enough to inform practicing teachers to adopt PBL method because it has demonstrated its effectiveness in delivering content. The results may inform education experts at tertiary institutions and universities in Kenya on the benefits of implementing PBL method to pre-service teachers.

scholarly journals The Effectiveness of Problem-Based Learning in Improving Students’ Writing Descriptive Text in Vocational School

2020 ◽  
Vol 10 (1) ◽  
pp. 1-11
Author(s):  
Rindi Dwi Amalia ◽  
Rusfandi Rusfandi
Keyword(s):  
Teaching Method ◽  
Problem Based Learning ◽  
Teaching Writing ◽  
Vocational School ◽  
Control Group ◽  
Alternative Teaching ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Experimental Group

One of the problems in teaching English to students in vocational high schools is how to make the students more active, creative, and critical. An alternative teaching method that can be used by teachers is Problem-Based Learning (PBL). The objective of this study is to investigate whether the use of PBL provides a significant effect on the students’ writing descriptive text. This study used a quasi-experimental design which was conducted at a vocational school in Malang. The participants of this study were class X Office Administration 1 as the experimental group consisting of 23 students and class X Office Administration 3 as the control group consisting of 23 students. The researcher gave pre-test and post-test and compared the participants’ writing scores in the control and experimental groups by using an independent sample t-test. The result of the post-test indicates that the students in the experimental group achieved a higher mean score than those in the control group on writing descriptive text. The statistical analysis reports that there was a significant difference in scores between the two groups (t = 6.99, p < 0.05). This finding indicates that PBL can be an effective method for teachers in teaching writing descriptive text.

scholarly journals Is problem based learning a better teaching tool as compared to didactic lectures for the undergraduate students?

2017 ◽  
Vol 4 (10) ◽  
pp. 3727
Author(s):  
Hari Shankar Joshi ◽  
Rashmi Katyal ◽  
Arun Singh ◽  
Gaurav Joshi ◽  
Shalini Chandra ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Teaching Method ◽  
Interpersonal Relationship ◽  
Problem Based Learning ◽  
Community Medicine ◽  
Teaching Tool ◽  
Traditional Teaching ◽  
Educational Approach ◽  
Student Teacher Relationship ◽  
Medical Undergraduate

Background: PBL is an educational approach in which complex problems serve as the context and the stimulus for learning. In PBL classes, students work in teams to solve one or more complex and compelling "real world" problems. They develop skills in collecting, evaluating, and synthesizing resources as they first define and then propose a solution to a multi‑faceted problem. The objectives of the study were to acknowledge the students about problem based learning; to assess the effectiveness and outcome of the teaching methodologies i.e. didactic lectures versus PBL; recommendation of incorporation of PBL or traditional teaching method as a teaching tool. Methods: Medical undergraduate (UG) students admitted in RMCH, Bareilly, India. A total of 112 students divided into three batches (36, 33 and 33 students) participated in a systematically conducted PBL session in community Medicine department during the middle of their academic year after having experienced at least 4 months of traditional teaching in community medicine. Perception of the faculty was also taken on Likert’s scale. Responses to the items in the questionnaire was scored as follows: traditional much better (1), traditional better (2), both the same (3) PBL better (4), or PBL much better (5). Appropriate Statistical analysis using appropriate tests will be done.Results: Information gathering and student-teacher relationship is more through traditional method of teaching as compared to PBL which is more in favour of development of interest, motivation, learning efficiency, curiosity, questioning attitude, interpersonal relationship, independent thinking and reasoning.. Conclusions: It can be very well included that introduction of PBL as the teaching modality among the students can improve the quality of medical education as per the evaluation done through the introduction of Likert’scale.

PENINGKATAN KEMANDIRIAN BELAJAR SISWA SMP MELALUI PEMBELAJARAN BERBASIS MASALAH

2019 ◽  
Vol 8 (2) ◽  
Author(s):  
Tanti Jumaisyaroh Siregar
Keyword(s):  
Problem Based Learning ◽  
Mathematic Teacher ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Quasi Experimental ◽  
Independent Variable ◽  
Direct Learning ◽  
The Difference ◽  
And Control ◽  
Learning Data

The purposes of this research were to know: the difference of improvement in self-regulated learning of students that given problem-based learning with students that given  direct learning. The type of this research is a quasi-experimental research by taking samples from the existing population. The variable of this research consist of independent variable that is problem based learning model while the dependent variable isself regulated learning of student.The population of this research is all students of SMP Swasta Ar-rahman Percut and the sample of this research is grade eight with taken sample two classes (experiment and control)  with total 60 students. The instrument of this research were: scale of self-regulated learning. Data that have been collected then analyzed and performed hypothesis testing by using T-test. Based of the results analysis, it showed that: improvment  of the students’ self-regulated learning that given problem-based learning was higher than the students’ ability that given direct learning His then, suggested that problem-based learning be used as an alternative for mathematic teacher to improved students’ ability in mathematical critical thinking and self-regulated learning.

Pengaruh Model Pembelajaran Problem Based Learning dan Gaya Kognitif Terhadap Hasil Belajar IPA Siswa di Kelas VII MTSN 2 Tanjung Jabung Timur

2018 ◽  
Vol 7 (1) ◽  
pp. 1-7
Author(s):  
Sartika Sepriyani ◽  
Rayandra Asyhar ◽  
Asrial Asrial
Keyword(s):  
Learning Outcomes ◽  
Science Learning ◽  
Cognitive Styles ◽  
Problem Based Learning ◽  
Learning Model ◽  
Learning Models ◽  
Embedded Figures Test ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental

The ability to solve problems is a skill that students need to have in dealing with various problems in life. This study aims to determine the effect of problem based learning models; cognitive styles and interaction between both factors on science learning outcomes of students in class VII of MTs 2 Tanjung Jabung Timur in academic year 2015/2016. This research was conducted with a quasi-experimental research method by applying a 2 × 2 factorial design. The study sample consisted of an experimental class of 30 students and a control class of 29 students. Data collection was conducted using two types of instruments, namely the Group Embedded Figures Test (GEFT) to measure students cognitive styles and students' learning outcomes test in essay forms. The Problem Based Learning model affect the learning outcomes, there is significant difference in science learning outcomes between students who have Cognitive field dependent (FD) style that is taught by the Problem Based Learning model and students who have Cognitive FD style that is taught by conventional learning models. The results show that the value of the experimental class post-test is higher than that of the control class. In short, the experimental class with the application of the Problem Based Learning model in the learning process provides higher learning outcomes than that of the conventional models.

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