Research Article
BibTex RIS Cite

Becoming Socially Responsible: The Implementation of Project-Oriented Problem-Based Learning

Year 2018, Volume: 5 Issue: 2, 103 - 112, 20.12.2018
https://doi.org/10.33200/ijcer.478973

Abstract

  Project-oriented problem based learning (POPBL) is
an alternative approach to innovative teaching and is widely implemented in the
classroom. However, little information is gathered pertaining to its
implementation in psychology-related subjects. The present study is guided by
two objectives: 1) to examine students’ perception of this type of approach,
and (2) to determine whether students’ perception improves after the
implementation of POPBL. 103 participants aged between 18-24 years old (M =
21.91, SD = 2.14) participated in this study. A measure, named the Students’
Learning Experience Scale (SLES) was constructed to determine participants’
perception of their learning in five aspects: (1) acquired knowledge, (2) soft
skills, (3) contribution and engagement, (4) sustainability; and (5)
assessments. The results from the present study suggested that the POPBL was
indeed highly acceptable and favored by all students. A paired t-test was also
conducted to evaluate the effectiveness of the approach on students’ scores on
the SLES. The results show that there was a significant difference in the
scores for students’ perception of the course before (M = 4.15, SD = .45) and
after (M = 4.41, SD = .40); t(87) =
(-4.05). p = .000. These findings
were further discussed with respect to the current literature on teaching and
learning approaches, and the significant implications in developing effective
pedagogic strategies.



 

References

  • Altman, I. (1996). Higher education and psychology in the millennium. American Psychologist, 51(4), p. 371.Bell, S. (2010). Project-based learning for the 21st century: Skills for the future. The Clearing House, 83(2), pp. 39-43. Bernstein, D. (2011). A scientist-educator perspective on psychological literacy. In Cranney, J. and Dunn, D. (eds). The psychologically literate citizen. New York: Oxford University Press. Biggs, J. (1996). Enhancing teaching through constructive alignment. Higher education, 32(3), pp. 347-364. Bromnick, R., & Horowitz, A. (2013). Reframing employability: Exploring career-related values in psychology undergraduates. In HEA STEM Annual Learning and Teaching Conference, Birmingham, UK. Retrieved from https://www. heacademy. ac. uk/system/files/resources/reframing_employability_exploring_career-related_values_in_psychology_undergraduates. pdf. Chandrasekaran, S., Stojcevski, A., Littlefair, G., & Joordens, M. (2013). Accreditation inspired project oriented design based learning curriculum for engineering education. In IETEC 2013: Enhancing Global Engineering and Technology Education: Meeting the Future: Proceedings of the 2nd International Engineering and Technology Education Conference 2013 (pp. 1-11). University of Technical Education, Ho Chi Minh City. Cranney, J. & Dunn, D. (2011). What the world needs now is psychological literacy. In J. Cranney & D. Dunn (Eds.) The psychologically literate citizen. New York: Oxford University Press. Cranney, J., Botwood, L., & Morris, S. (2012). National standards for psychological literacy and global citizenship: Outcomes of undergraduate psychology education. Australia: The University of New South Wales. Dostupné z: http://www. groups. psychology. org. au/Assets/Files/Cranney_NTF_Final_Report_231112_Final_pdf. pdf. de Los Rios, I., Cazorla, A., Díaz-Puente, J. M., & Yagüe, J. L. (2010). Project–based learning in engineering higher education: two decades of teaching competences in real environments. Procedia-Social and Behavioral Sciences, 2(2), pp. 1368-1378. Dunn, D. S., Cautin, R. L., & Gurung, R. A. R. (2011). Curriculum matters: Structure, content, and psychological literacy. The psychologically literate citizen: Foundations and global perspectives, pp. 15-26. Frank, M., Lavy, I., & Elata, D. (2003). Implementing the project-based learning approach in an academic engineering course. International Journal of Technology and Design Education, 13(3), pp. 273-288.Harmer, N. (2014). Project-based learning: Literature review. Plymouth University. Halpern, D. (2010). Undergraduate education in psychology: A blueprint for the future of the discipline. Washington, DC: APA. Higher Education Statistics Agency (2012). Destinations of leavers from higher education institutions. Cheltenham: HESA. Hoffmann, B. O. B., & Ritchie, D. (1997). Using multimedia to overcome the problems with problem based learning. Instructional Science, 25(2), pp. 97-115. Hussain, D. A., & Rosenørn, T. (2008). Assessment of Student Competencies for a Second Year Operating System Course. SEFI-2008. Ibrahim, N., & Halim, S. A. (2013). Implementation of Project-Oriented Problem-Based Learning (POPBL) in Introduction to Programming Course. PBL Across Cultures, p. 279. Khairiyah, M. Y., Syed, A. H., Zamry, J. M., & Nor-Farida, H. (2010). Crafting Engineering Problems for Problem-Based Learning Curriculum. Proceeding of the 3rd Regional Conference on Engineering Education and Research in Higher Education (RCEE & RHEd 2010), 7-9 June 2010, Kuching, Sarawak, Malaysia. Kolmos, A. (2009). Problem-Based and Project-Based Learning. University Science and Mathematics Education in Transition. O. Skovsmose, P. Valero and O. Christensen, Springer US: 261-280. Lehmann, M., Christensen, P., Du, X., & Thrane, M. (2008). Problem-oriented and project-based learning (POPBL) as an innovative learning strategy for sustainable development in engineering education. European journal of engineering education, 33(3), pp. 283-295. Li, M., & Faghri, A. (2015). Problem-Oriented and Project-Based Learning as an Innovative Approach for Teaching Highway Capacity Concepts. In Transportation Research Board 94th Annual Meeting (No. 15-4544). Mair, C., Taylor, J., & Hulme, J. (2013). An introductory guide to psychological literacy and psychologically literate citizenship. York: The Higher Education Academy. McGovern T. V. (Ed.). (1993). Handbook for enhancing undergraduate education in psychology. Washington, DC: American Psychological Association. doi:10.1037/10126-000 McGovern, T.V., Corey, L.A., Cranney, J., Dixon, Jr., W. E., Holmes, J. D., Kuebli, J. E., Ritchey, K., Smith, R. A., & Walker, S. (2010). Psychologically literate citizens. In D. Halpern (Ed.) Undergraduate education in psychology: Blueprint for the discipline’s future (pp.9–27). Washington, DC: American Psychological Association. McLoone, S., Lawlor, B., & Meehan, A. (2014). On Project Oriented Problem Based Learning (POPBL) for a first year engineering circuits project. In 25th IET Irish Signals & Systems Conference 2014 and 2014 China-Ireland International Conference on Information and Communications Technologies (ISSC 2014/CIICT 2014) (pp. 366-391). Mohamed, M., Jubadi, W. M., & Zaki, S. W. (2011). An implementation of POPBL for analog electronics (BEL10203) course at the Faculty of Electrical and Electronic Engineering, UTHM. Journal of Technical Education and Training, 3(2), pp. 45- 53. Moesby, E. (2004). Reflections on making a change towards project oriented and problem-based learning (POPBL). World Transactions on Engineering and Technology Education, 3(2), pp. 269-278. Moesby, E. (2005). Curriculum development for project-oriented and problem-based learning (POPBL) with emphasis on personal skills and abilities. Global J. of Engng. Educ, 9(2), pp. 121-128. Moesby, E., Johannsen, H. H., & Kornov, L. (2006). Individual activities as an integrated part of project work: an innovative approach to project oriented and problem-based learning (POPBL). World Transactions on Engineering and Technology Education, 5(1), p. 11. Nielsen, J. F. D., Alminde, L., Bisgaard, M., Laursen, K. K., & Bhanderi, D. (2006). A Large Scale Problem Based Learning inter-European Student Satellite Construction Project. In Connecting learning to the real world: International Conference PBL 2006 ABP Pontificia. Universidad Católica del Perú.Norcross, J. C., Hailstorks, R., Aiken, L. S., Pfund, R. A., Stamm, K. E., & Christidis, P. (2016). Undergraduate study in psychology: Curriculum and assessment. American Psychologist, 71(2), p. 89. Reich, J. N., & Nelson, P. D. (2010). Engaged scholarship: Perspectives from psychology. In H. E. Fitzgerald, C. Burack and S. D. Seifer (Eds.), Handbook of engaged scholarship: Contemporary landscapes, future directions. Volume 2: Community-campus partnerships (pp. 131-147). East Lansing, Michigan: Michigan State University Press. Pawlow, L., & Meinz, E. (2017). Characteristics of psychology students who serve as research assistants. College Student Journal, 51(1), pp. 77-80. Retrieved July 21, 2017, from https://www.questia.com/library/journal/1G1-487602754/characteristics-of-psychology-students-who-serve-as Pucher, R., & Lehner, M. (2011). Project based learning in computer science–a review of more than 500 projects. Procedia-Social and Behavioral Sciences, 29, pp. 1561-1566. Sharif, R., Maarof, S., & Meor Razali, M. (2012). Project oriented problem based learning in architecture design studio in bachelor of architecture program, UPM. In The Proceedings of Malaysian Architectural Education Conference 2012 (pp. 65-75). Stauffacher, M., Walter, A. I., Lang, D. J., Wiek, A., & Scholz, R. W. (2006). Learning to research environmental problems from a functional socio-cultural constructivism perspective: the transdisciplinary case study approach. International Journal of Sustainability in Higher Education, 7(3), pp. 252-275.Stevens, M. & Gielen, U.P. (Eds.) (2007). Toward a global psychology: Theory, research, intervention and pedagogy. Mahwah, NJ: Lawrence Erlbaum. Stoloff, M. L., Curtis, N. A., Rodgers, M., Brewster, J., & McCarthy, M. A. (2012). Characteristics of successful undergraduate psychology programs. Teaching of Psychology, 39(2), pp. 91-99. Retrieved July 1st 2017, from http://journals.sagepub.com/doi/abs/10.1177/0098628312437721 Stoloff, M., McCarthy, M., Keller, L., Varfolomeeva, V., Lynch, J., Makara, K., Simmons, S., & Smiley, W. (2010). The undergraduate psychology major: An examination of structure and sequence. Teaching of Psychology, 37(1), pp. 4–15. doi: 10.1080/00986280903426274 Trapp, A. (2010). Teaching you to suck eggs?. Using psychology to teach psychology. In Upton, D. and Trapp. A. (eds). Teaching Psychology in Higher Education. London: BPS Blackwell. Yasin, R. M., & Rahman, S. (2011). Problem oriented project based learning (POPBL) in promoting education for sustainable development. Procedia-Social and Behavioral Sciences, 15, pp. 289-293. Yusoff, S., Ng, C. G., Keng, Z. X., & Mohamad, Z. J. (2011). Integrating sustainability in engineering curriculum through incorporation of problem-oriented project-based learning (POPBL) learning strategy. In International Engineering Education Conference, Madinah al-Munawarah, Kingdom of Saudi Arabia (pp. 25-27).
Year 2018, Volume: 5 Issue: 2, 103 - 112, 20.12.2018
https://doi.org/10.33200/ijcer.478973

Abstract

References

  • Altman, I. (1996). Higher education and psychology in the millennium. American Psychologist, 51(4), p. 371.Bell, S. (2010). Project-based learning for the 21st century: Skills for the future. The Clearing House, 83(2), pp. 39-43. Bernstein, D. (2011). A scientist-educator perspective on psychological literacy. In Cranney, J. and Dunn, D. (eds). The psychologically literate citizen. New York: Oxford University Press. Biggs, J. (1996). Enhancing teaching through constructive alignment. Higher education, 32(3), pp. 347-364. Bromnick, R., & Horowitz, A. (2013). Reframing employability: Exploring career-related values in psychology undergraduates. In HEA STEM Annual Learning and Teaching Conference, Birmingham, UK. Retrieved from https://www. heacademy. ac. uk/system/files/resources/reframing_employability_exploring_career-related_values_in_psychology_undergraduates. pdf. Chandrasekaran, S., Stojcevski, A., Littlefair, G., & Joordens, M. (2013). Accreditation inspired project oriented design based learning curriculum for engineering education. In IETEC 2013: Enhancing Global Engineering and Technology Education: Meeting the Future: Proceedings of the 2nd International Engineering and Technology Education Conference 2013 (pp. 1-11). University of Technical Education, Ho Chi Minh City. Cranney, J. & Dunn, D. (2011). What the world needs now is psychological literacy. In J. Cranney & D. Dunn (Eds.) The psychologically literate citizen. New York: Oxford University Press. Cranney, J., Botwood, L., & Morris, S. (2012). National standards for psychological literacy and global citizenship: Outcomes of undergraduate psychology education. Australia: The University of New South Wales. Dostupné z: http://www. groups. psychology. org. au/Assets/Files/Cranney_NTF_Final_Report_231112_Final_pdf. pdf. de Los Rios, I., Cazorla, A., Díaz-Puente, J. M., & Yagüe, J. L. (2010). Project–based learning in engineering higher education: two decades of teaching competences in real environments. Procedia-Social and Behavioral Sciences, 2(2), pp. 1368-1378. Dunn, D. S., Cautin, R. L., & Gurung, R. A. R. (2011). Curriculum matters: Structure, content, and psychological literacy. The psychologically literate citizen: Foundations and global perspectives, pp. 15-26. Frank, M., Lavy, I., & Elata, D. (2003). Implementing the project-based learning approach in an academic engineering course. International Journal of Technology and Design Education, 13(3), pp. 273-288.Harmer, N. (2014). Project-based learning: Literature review. Plymouth University. Halpern, D. (2010). Undergraduate education in psychology: A blueprint for the future of the discipline. Washington, DC: APA. Higher Education Statistics Agency (2012). Destinations of leavers from higher education institutions. Cheltenham: HESA. Hoffmann, B. O. B., & Ritchie, D. (1997). Using multimedia to overcome the problems with problem based learning. Instructional Science, 25(2), pp. 97-115. Hussain, D. A., & Rosenørn, T. (2008). Assessment of Student Competencies for a Second Year Operating System Course. SEFI-2008. Ibrahim, N., & Halim, S. A. (2013). Implementation of Project-Oriented Problem-Based Learning (POPBL) in Introduction to Programming Course. PBL Across Cultures, p. 279. Khairiyah, M. Y., Syed, A. H., Zamry, J. M., & Nor-Farida, H. (2010). Crafting Engineering Problems for Problem-Based Learning Curriculum. Proceeding of the 3rd Regional Conference on Engineering Education and Research in Higher Education (RCEE & RHEd 2010), 7-9 June 2010, Kuching, Sarawak, Malaysia. Kolmos, A. (2009). Problem-Based and Project-Based Learning. University Science and Mathematics Education in Transition. O. Skovsmose, P. Valero and O. Christensen, Springer US: 261-280. Lehmann, M., Christensen, P., Du, X., & Thrane, M. (2008). Problem-oriented and project-based learning (POPBL) as an innovative learning strategy for sustainable development in engineering education. European journal of engineering education, 33(3), pp. 283-295. Li, M., & Faghri, A. (2015). Problem-Oriented and Project-Based Learning as an Innovative Approach for Teaching Highway Capacity Concepts. In Transportation Research Board 94th Annual Meeting (No. 15-4544). Mair, C., Taylor, J., & Hulme, J. (2013). An introductory guide to psychological literacy and psychologically literate citizenship. York: The Higher Education Academy. McGovern T. V. (Ed.). (1993). Handbook for enhancing undergraduate education in psychology. Washington, DC: American Psychological Association. doi:10.1037/10126-000 McGovern, T.V., Corey, L.A., Cranney, J., Dixon, Jr., W. E., Holmes, J. D., Kuebli, J. E., Ritchey, K., Smith, R. A., & Walker, S. (2010). Psychologically literate citizens. In D. Halpern (Ed.) Undergraduate education in psychology: Blueprint for the discipline’s future (pp.9–27). Washington, DC: American Psychological Association. McLoone, S., Lawlor, B., & Meehan, A. (2014). On Project Oriented Problem Based Learning (POPBL) for a first year engineering circuits project. In 25th IET Irish Signals & Systems Conference 2014 and 2014 China-Ireland International Conference on Information and Communications Technologies (ISSC 2014/CIICT 2014) (pp. 366-391). Mohamed, M., Jubadi, W. M., & Zaki, S. W. (2011). An implementation of POPBL for analog electronics (BEL10203) course at the Faculty of Electrical and Electronic Engineering, UTHM. Journal of Technical Education and Training, 3(2), pp. 45- 53. Moesby, E. (2004). Reflections on making a change towards project oriented and problem-based learning (POPBL). World Transactions on Engineering and Technology Education, 3(2), pp. 269-278. Moesby, E. (2005). Curriculum development for project-oriented and problem-based learning (POPBL) with emphasis on personal skills and abilities. Global J. of Engng. Educ, 9(2), pp. 121-128. Moesby, E., Johannsen, H. H., & Kornov, L. (2006). Individual activities as an integrated part of project work: an innovative approach to project oriented and problem-based learning (POPBL). World Transactions on Engineering and Technology Education, 5(1), p. 11. Nielsen, J. F. D., Alminde, L., Bisgaard, M., Laursen, K. K., & Bhanderi, D. (2006). A Large Scale Problem Based Learning inter-European Student Satellite Construction Project. In Connecting learning to the real world: International Conference PBL 2006 ABP Pontificia. Universidad Católica del Perú.Norcross, J. C., Hailstorks, R., Aiken, L. S., Pfund, R. A., Stamm, K. E., & Christidis, P. (2016). Undergraduate study in psychology: Curriculum and assessment. American Psychologist, 71(2), p. 89. Reich, J. N., & Nelson, P. D. (2010). Engaged scholarship: Perspectives from psychology. In H. E. Fitzgerald, C. Burack and S. D. Seifer (Eds.), Handbook of engaged scholarship: Contemporary landscapes, future directions. Volume 2: Community-campus partnerships (pp. 131-147). East Lansing, Michigan: Michigan State University Press. Pawlow, L., & Meinz, E. (2017). Characteristics of psychology students who serve as research assistants. College Student Journal, 51(1), pp. 77-80. Retrieved July 21, 2017, from https://www.questia.com/library/journal/1G1-487602754/characteristics-of-psychology-students-who-serve-as Pucher, R., & Lehner, M. (2011). Project based learning in computer science–a review of more than 500 projects. Procedia-Social and Behavioral Sciences, 29, pp. 1561-1566. Sharif, R., Maarof, S., & Meor Razali, M. (2012). Project oriented problem based learning in architecture design studio in bachelor of architecture program, UPM. In The Proceedings of Malaysian Architectural Education Conference 2012 (pp. 65-75). Stauffacher, M., Walter, A. I., Lang, D. J., Wiek, A., & Scholz, R. W. (2006). Learning to research environmental problems from a functional socio-cultural constructivism perspective: the transdisciplinary case study approach. International Journal of Sustainability in Higher Education, 7(3), pp. 252-275.Stevens, M. & Gielen, U.P. (Eds.) (2007). Toward a global psychology: Theory, research, intervention and pedagogy. Mahwah, NJ: Lawrence Erlbaum. Stoloff, M. L., Curtis, N. A., Rodgers, M., Brewster, J., & McCarthy, M. A. (2012). Characteristics of successful undergraduate psychology programs. Teaching of Psychology, 39(2), pp. 91-99. Retrieved July 1st 2017, from http://journals.sagepub.com/doi/abs/10.1177/0098628312437721 Stoloff, M., McCarthy, M., Keller, L., Varfolomeeva, V., Lynch, J., Makara, K., Simmons, S., & Smiley, W. (2010). The undergraduate psychology major: An examination of structure and sequence. Teaching of Psychology, 37(1), pp. 4–15. doi: 10.1080/00986280903426274 Trapp, A. (2010). Teaching you to suck eggs?. Using psychology to teach psychology. In Upton, D. and Trapp. A. (eds). Teaching Psychology in Higher Education. London: BPS Blackwell. Yasin, R. M., & Rahman, S. (2011). Problem oriented project based learning (POPBL) in promoting education for sustainable development. Procedia-Social and Behavioral Sciences, 15, pp. 289-293. Yusoff, S., Ng, C. G., Keng, Z. X., & Mohamad, Z. J. (2011). Integrating sustainability in engineering curriculum through incorporation of problem-oriented project-based learning (POPBL) learning strategy. In International Engineering Education Conference, Madinah al-Munawarah, Kingdom of Saudi Arabia (pp. 25-27).
There are 1 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Azlin Alwi 0000-0002-2404-6586

Ruhaya Hussin This is me

Publication Date December 20, 2018
Published in Issue Year 2018 Volume: 5 Issue: 2

Cite

APA Alwi, A., & Hussin, R. (2018). Becoming Socially Responsible: The Implementation of Project-Oriented Problem-Based Learning. International Journal of Contemporary Educational Research, 5(2), 103-112. https://doi.org/10.33200/ijcer.478973

133171332113318  2351823524 13319 13327 13323  13322


13325

Bu eser Creative Commons Atıf-GayriTicari-Türetilemez 4.0 Uluslararası Lisansı ile lisanslanmıştır.

IJCER (International Journal of Contemporary Educational Research) ISSN: 2148-3868