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Investigating the Effectiveness of problem based learning on Academic Achievement in EFL Classroom: A Meta-Analysis

ASIA-PACIFIC EDUCATION RESEARCHER 2025年第2期34卷 699-709页

作者： Orhan, Ali Zonguldak Bulent Ecevit Univ Sch Foreign Languages Zonguldak Turkiye

problem based learning (PBL) has great potential to enhance learning outcomes and this potential has been investigated and proved in different disciplines by many meta-analysis studies. However, there are not any meta-analysis studies aiming to investigate the effectiveness of problem based learning in English as a Foreign Language (EFL) classrooms which is an important gap that needs to be filled. Therefore, this meta-analysis study aimed to investigate the overall effect size of PBL on achievement in EFL classrooms and to examine the possible moderator variables that might be effective on this overall effect size. Along with this aim, the studies investigating the effect of PBL on academic achievement in EFL classrooms are included and analyses were carried out with 41 data (extracted from 36 unique studies). Investigation of publication bias using various methods showed that there is no publication bias. This study showed that the effect size of PBL is 1.067 indicating a large effect which means that PBL is highly effective to enhance the language achievement of students in EFL classrooms. Moderator analyses showed that language skill is a real moderator on the effect size of PBL on EFL success while the study group, treatment duration, location of study, learning environment, and document type are not real moderators.

关键词： problem based learning EFL Language classroom Academic achievement PBL Meta-analysis

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problem based learning associated to the development of games for programming teaching

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COMPUTER APPLICATIONS IN ENGINEERING EDUCATION 2018年第5期26卷 1577-1589页

作者： Martins, Valeria F. Souza Concilio, Ilana de Almeida Guimaraes, Marcelo de Paiva Mackenzie Presbysterian Univ Comp & Informat Program Sao Paulo SP Brazil FIAP Comp Engn Program Sao Paulo SP Brazil Univ Fed Sao Paulo Master Program Fac Campo Limpo Paulista Brazilian Open Univ Sao Paulo SP Brazil

The programming teaching faces serious challenges all over the world. Many students end up abandoning the Computer Science courses in their freshman years because they are not able to understand the concepts taught in introductory courses. On the other hand, the development of games is an opportunity for the students to perform an actual activity of the career and hence it may serve as an incentive to their motivation, commitment, and proactivity. This article describes a teaching approach based on the problem based learning (PBL) methodology, which is associated to the development of educational games to drive the programming teaching in an introductory and practical course of programming teaching. The article presents details on the approach and how it was conducted in a case study with 30 students. The article also comprehends the approach's assessment, as well as the results got through the evaluation survey with students and teachers.

关键词： games learning problem based learning teaching

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problem based learning: application to technology education in three countries

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INTERNATIONAL JOURNAL OF TECHNOLOGY AND DESIGN EDUCATION 2008年第4期18卷 319-335页

作者： Williams, P. John Iglesias, Juan Barak, Moshe Edith Cowan Univ Sch Educ Mt Lawley WA 6050 Australia Univ Atacama Copiapo Chile Ben Gurion Univ Negev IL-84105 Beer Sheva Israel

An increasing variety of professional educational and training disciplines are now problem based (eg, medicine, nursing, engineering, community health), and they may have a corresponding variety of educational objectives. However, they all have in common the use of problems in the instructional sequence. The problems may be as diverse as a mechanical predicament, an unexplained phenomena, or patient symptoms. Technology education in secondary schools is undergoing a period of significant change in many countries. It is therefore imperative that technology teacher education adopt not only the technologies that have been identified as being important, but also incorporate appropriate methodologies for the instruction of these technologies. PBL offers a number of relevant features to technology education and it is because of these that the project outlined in this paper has been developed.

关键词： problem based learning technology education problem solving

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problem based learning in midwifery - The teachers perspective

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NURSE EDUCATION TODAY 2007年第2期27卷 131-138页

作者： Rowan, Catherine J. McCourt, Christine Bick, Debra Beake, Sarah Thames Valley Univ Fac Hlth & Human Sci Ctr Res Midwifery & Childbirth London W5 2BS England

Background: problem- or evidence-based learning (PBL or EBL) has become more widely used in the education of health professionals. Although there has been research exploring its effectiveness and the student's perspective, there has been little research exploring the perceptions of the teacher. The objective of this study was to investigate the experiences of teachers facilitating a problem based learning curriculum in midwifery. The study took place at Thames Valley University, which has implemented this approach across the entire curriculum. Methods: Semi-structured interviews were undertaken following random selection from two groups of teachers;those more experienced as teachers and those who had entered teaching more recently. Findings and discussion: Aspects of the teacher's role identified included questioning students to draw out their knowledge and understanding and to help students challenge each other, discuss and evaluate their learning. Strategies used varied depending on the stage of the programme. Difficulties encountered were mostly in relation to facilitating groups of differing backgrounds and ability and seeking to enable the students to work well together. Key challenges for teachers were in relation to developing facilitation skills, balancing input or guidance with facilitating independent learning. Conclusions: problem based learning was perceived to be beneficial in helping students relate theory to practice and in encouraging an active and enquiring approach to evidence, but teachers raised important questions about its practice. Tensions were identified between the constructivist theories on which the mode[ of PBL rests and the format requirements of an externally regulated professional curriculum. (c) 2006 Elsevier Ltd. All rights reserved.

关键词： problem based learning self directed learning midwifery education teachers' perspectives

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problem based learning (PBL): A conundrum

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CONTEMPORARY NURSE 2009年第2期33卷 191-201页

作者： Wells, Samantha H. Warelow, Philip J. Jackson, Karen L. Deakin Univ Sch Nursing Geelong Vic 3217 Australia Univ Ballarat Sch Nursing Ballarat Vic 3353 Australia

problem based learning (PBL) using minimal guided instruction is used as an educational strategy across a broad variety of disciplines in the tertiary sector. This paper includes some of the strengths and weaknesses of PBL, both in general and in relation to the health care setting, encompassing some of its philosophical underpinnings and its methodological approach. In an effort to explore some of the benefits and problems with PBL in the work setting, this account will comprise a realistic rather than idealistic focus and will include a range of perspectives from both a facilitator and student standpoint. We suggest that PBL is a useful strategy across a comprehensive nursing degree programme (as the ideal) provided the learning programme is supported financially and that its ideal creed which supports a small group approach are adhered to. What we find is that reality is often different, with individual facilitators condensing their PBL programmes to incorporate a modified PBL approach with this personalised approach often taking strength away from the original conceptions of PBL. What we suggest here is that these circumstances constitute a conundrum.

关键词： problem based learning nursing implementation benefits difficulties

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problem based learning in the clinical setting - A systematic review

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NURSE EDUCATION TODAY 2008年第2期28卷 146-154页

作者： Williams, Suzanne M. Beattie, Heather J. Univ Queensland GradCertChildHlth GradCertPaedCrit Care Brisbane Qld 4101 Australia

problem based learning (PBL) is widely utilised as a curricula modality within the health professions and extensive literature exists to support its application. Recently nurse educators have embarked on the PBL journey as a method of contextualizing theory into practice in the classroom and clinical setting. The University of Queensland, in partnership with key health care providers, introduced an innovative undergraduate nursing curriculum in 2004. The curriculum incorporates problem based learning, clinical skills sessions, lectures and clinical practice as part of an intense weekly program from first year onwards. The program facilitates integration of evidence based theoretical and clinical knowledge driven by the PBL philosophy. However, in reality is PBL utilised by clinicians as a method of clinical teaching in undergraduate health professional programs? A systematic review of the literature was undertaken to answer this question revealing a paucity of evidence supporting or confirming the application of PBL in the clinical setting. The findings of this review highlight the current gaps in the PBL literature, supporting further research into the role of PBL as a teaching strategy for undergraduate nurses in the clinical practice setting. (C) 2007 Elsevier Ltd. All rights reserved.

关键词： problem based learning clinician clinical setting and student

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problem based learning in physiotherapy education: a practice perspective

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PHYSIOTHERAPY 2012年第4期98卷 335-340页

作者： Gunn, Hilary Hunter, Heather Haas, Bernhard Univ Plymouth Sch Hlth Profess Plymouth PL6 8BH Devon England

Background problem based learning (PBL) has been integrated into a range of health education curricula;however there is limited research evaluating the application of skills developed through PBL in clinical practice. Aim This study aimed to provide evidence of how skills gained through PBL are applied in practice by student physiotherapists, from the perspective of their placement supervisors. Method A qualitative one-to-one semi-structured interview methodology was used, purposively recruiting a sample of 10 qualified physiotherapists with experience of placement supervision of students studying on a PBL physiotherapy undergraduate degree. Results The supervisors felt that PBL offered positive benefits for both student education and clinical practice. There was evidence of the application of skills and attributes associated with PBL, including positive learning behaviours and a high level of motivation and self-direction. Supervisors felt that proactive students were able to apply transferable skills inherent in the PBL approach to clinical practice, including a holistic, problem-solving approach and effective team-working but that there was considerable variation between students. Conclusions There is evidence of variable application of skills associated with PBL in clinical practice in this study group. Further research would be useful to explore the factors that enable students to successfully apply the attributes developed using a PBL approach into practice. (C) 2011 Chartered Society of Physiotherapy. Published by Elsevier Ltd. All rights reserved.

关键词： Physiotherapy Practice learning problem based learning Student performance

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problem based learning in midwifery - The students' perspective

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NURSE EDUCATION TODAY 2008年第1期28卷 93-99页

作者： Rowan, Catherine J. McCourt, Christine Beake, Sarah Thames Valley Univ Fac Hlth & Human Sci Ctr Res Midwifery & Childbirth London W5 2BS England

problem based learning (PBL) has been adopted in many settings for the education of health professionals. It has generally been evaluated well by students although much of the literature comes from medical education. The aim of this study was to ascertain the views of student midwives at the beginning and at the end of their programme and three months after graduation about the use of a PBL based programme in midwifery. Eight focus groups were conducted with students whilst undertaking a PBL programme from both a shortened and three year programme across two sites. A questionnaire was sent 3 months after graduation to midwives who had completed the programme. Key themes which emerged from this study were that although students gained skills in information retrieval and critique some did not always feet well prepared for practice.-The focus on individual presentations in the tutorial tended to be interpreted as performance rather than discussion in a spirit of enquiry. Students reported being particularly anxious at the beginning of their programme about their learning. They felt that their experience was dependent upon the participation and motivation of the group members. (C) 2007 Elsevier Ltd. All rights reserved.

关键词： problem based learning enquiry based learning midwifery education student midwives

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problem based learning Case in a Control Undergraduate Subject

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IFAC-PapersOnLine 2015年第29期48卷 182-187页

作者： Perales, Manuel Barrero, Federico Arahal, Manuel R. Toral, Sergio DINEL University of Seville Seville Spain DISA University of Seville Seville Spain

Student motivation is a relevant subject in many engineering areas including control and related subjects such as instrumentation. The classic approach to teaching has revealed itself a major obstacle for today's students characterized by a being users of advanced technology in their daily life. Theoretical classes and even old laboratory experiments are of no appeal to them. In this paper a case study of the application of problem based learning ideas is presented. The students are faced with a design problem in which they build a temperature control from basics components. The experience took place at the Engineering College of the University of Seville. The results shown are drawn from a three-year study and are compared with other undergraduate subjects. © 2015, IFAC (International Federation of Automatic Control) Hosting by Elsevier Ltd. All rights reserved.

关键词： Students Advanced technology Design problems Engineering colleges Include a list of 5 10 keywords Laboratory experiments preferably taken from the IFAC keyword list problem based learning Student motivation

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problem based learning instruction assisted by e-book to improve mathematical representation ability and curiosity attitudes on optical devices 5

Problem based learning instruction assisted by e-book to imp...

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5th International Seminar on Science Education (ISSE)

作者： Haryanti, N. Wilujeng, I Sundari, S. Univ Negeri Yogyakarta Phys Educ Sleman Indonesia SMA Negeri 1 Banguntapan Phys Educ Bantul Indonesia

This study aims to determine the increase in mathematical representation abilities and curiosity attitudes of students of SMA Negeri 1 Banguntapan through learning problem based learning assisted with e-books. The research subject is MIPA 2 class XI with 30 samples. Questionnaire is given at the beginning and end of learning to measure students' curiosity attitudes. The pretest and posttest questions are in the form of descriptions to measure the ability of mathematical representation. There are two indicators of mathematical representation, namely (1) determining the exact equation in accordance with the problem, and (2) carrying out mathematical operations into the equation. Indicator (1) increase is 61,90% and 66,67% for indicator (2). Overall mathematical representation improvement is 55,83%. The percentage of curiosity attitudes of most students are in the good category that is equal to 57%. There is an increase of 27% when compared to the attitude of curiosity before learning PBL assisted by e-book that is equal to 30%. It can be concluded that problem based learning instruction assited by e-book can improve mathematical representation and curiosity attitudes of students on optical devices.

关键词： problem based learning e-book mathematical representasion curiosity attitude

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