Problem-based learning: effects on academic performance and perceptions of engineering students in computer sciences
In the present article we analyse the impact of problem-based learning (PBL) on learning and perceptions in first-year students undertaking Engineering in Computer Sciences. The module designed took a number of advanced theories of PBL and its application within the Engineering profession. Mixed met...
| Autores: | , , |
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| Formato: | artículo |
| Fecha de publicación: | 2020 |
| País: | España |
| Recursos: | Universitat Politècnica de Catalunya (UPC) |
| Repositorio: | UPCommons. Portal del coneixement obert de la UPC |
| Idioma: | inglés |
| OAI Identifier: | oai:upcommons.upc.edu:2117/334850 |
| Acesso em linha: | https://hdl.handle.net/2117/334850 https://dx.doi.org/10.3926/jotse.969 |
| Access Level: | acceso abierto |
| Palavra-chave: | Problem-based learning Engineering -- Study and teaching Education, Higher Group work in education Teamwork Education in engineering Higher education Academic performance Aprenentatge basat en problemes Enginyeria -- Ensenyament Ensenyament universitari Ensenyament -- Treball en equip Àrees temàtiques de la UPC::Ensenyament i aprenentatge::Metodologies docents::Aprenentatge basat en problemes i projectes |
| Resumo: | In the present article we analyse the impact of problem-based learning (PBL) on learning and perceptions in first-year students undertaking Engineering in Computer Sciences. The module designed took a number of advanced theories of PBL and its application within the Engineering profession. Mixed methods were used to enable data from qualitative and quantitative instruments to be obtained. A quasi-experimental design was specified, employing non-probabilistic sampling, with a control (N = 40) and experimental group (N = 39). In comparing PBL with traditional methods, the results reveal statistically significant differences in aspects such as academic performance. Teamwork, oral communication, written communication and students’ perceptions of the learning experience were also all favoured. Nonetheless, lack of adequate team dynamics in previous learning experiences and reluctance to change traditional teaching approaches, could compromise the viability of that proposed |
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