Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.581931
Title: The implementation and impact of problem-based learning on students' critical thinking skills in teaching business education
Author: Md Zabit, Mohd Nazir
Awarding Body: University of Strathclyde
Current Institution: University of Strathclyde
Date of Award: 2013
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Abstract:
This study is the first in Malaysia which focuses on the implementation of the Problem-Based Learning (PBL) method in the classroom within a Business Education course. The implementation aimed to enhance student critical thinking and achievement, which was investigated in the current study. Students' perceptions and experiences of PBL were also explored. The PBL model adopted from the McMaster's Model (Barrow and Tamblyn, 1980) comprised three major steps: (a) exposure to the problematic scenario, (b) search for information, and (c) discussion/new applications on the problems presented. PBL is operationally defined as an instructional strategy where students are faced with real issues which they have to solve through information searching and group. This study employed a quasiexperimental design, where forty five (45) students undertaking a Bachelor of Education (B. Ed Economics) were randomly assigned to the intervention (n = 23) and control groups (n = 22). The former were instructed using the PBL method while the control group still used the traditional learning method. Analysis focused on comparisons between the PBL and TL groups of their Critical Thinking skills [(Inductive, Deductive, Analysis, Inference and Evaluation and Total CT, as measured by the California Critical Thinking Skills Test (CCTST)] and academic achievement on Population Economics and Policy. Furthermore, PBL groups's perceptions were explored by a questionnaire. Results showed that there was no significant group difference in overall CCTST at pre-test and mid-intervention test, however differences were found at post-test on the Inductive and Analysis subscales. Regarding academic achievement, even though the two groups did not differ at pretest, the PBL group showed higher scores at mid and post-test. Students' perceptions of the PBL method were generally positive despite some initial difficulties reported. Even though PBL required more time and effort, the students reported they managed to build their capacity for self-directed learning and improving soft skills. Implications of the study relate to how PBL can enhance students' critical thinking however this needs to be fostered by a whole programme approach rather than delivery via a single course.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.581931  DOI: Not available
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