Teaching and Learning Methods Compared: A Pedagogical Evaluation of Problem-Based Learning (PBL) and Lecture Methods in Developing Learners' Cognitive Abilities

Autor/in	Ssemugenyi, Fred
Titel	Teaching and Learning Methods Compared: A Pedagogical Evaluation of Problem-Based Learning (PBL) and Lecture Methods in Developing Learners' Cognitive Abilities
Quelle	In: Cogent Education, 10 (2023) 1, Artikel 2187943 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ssemugenyi, Fred)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1080/2331186X.2023.2187943
Schlagwörter	Comparative Analysis; Problem Based Learning; Lecture Method; Instructional Effectiveness; Cognitive Ability; Pretests Posttests; Cognitive Development; College Students + Suchen Sie Ihr Suchwort? Problem-based learning; Problemorientiertes Lernen; Unterrichtserfolg; Denkfähigkeit; Kognitive Entwicklung; Collegestudent
Abstract	Using a mixed method, quasi-experimental pre-test-post-test non-equivalent group design, this study inquired into the possibilities of enhancing learners' cognitive abilities, with problem-based learning (PBL; -experimental) and lecture method (control) as predictor variables. Aided by the random scorecards, a group of 51 students was assigned to the experimental (26) and control (25) streams, where their cognitive performance was compared on both the lower and higher-order learning attributes for 15 weeks. Whereas there was a slight difference in the mean scores of the two groups on the three lower-order learning parameters measured at the pre-test, the difference (X[subscript c] = 55.32 < X[subscript e] = 55.8; t-statistic 0.176 < critical t- 2.01) was not statistically significant. However, at the immediate-post-test, the mean scores of the two groups on the three higher-order learning parameters statistically differed (X[subsript c] = 66.81 > X[subscript e] = 59.21) in favor of the control group (t = 2.967 > 2.01; p = 0.005 < 0.05). Although a reduction in weekly learning hours from 3 to 2 was accompanied by a significant improvement in students' cognitive development on the three higher-order learning attributes at the delayed post-test for the experimental group, that of the control group, improved marginally (X[subsript c] = 76.36 < X[subsript e] = 86.31). Even though the generalization of these findings may be limited due to the examination of a single learning discipline, the qualitative and quantitative analyses suggest that PBL is a true stimulant of students' cognitive development over time. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01