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

Year 2018, Volume: 5 Issue: 2, 103 - 112, 20.12.2018

Azlin Alwi , Ruhaya Hussin

https://doi.org/10.33200/ijcer.478973

Cited By: 1

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.

 

Keywords

Project oriented problem based learning, Psychology

References

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