Teacher and Student Perceptions of Problem-Based Learning: A Comparative Analysis Across Educational Levels
DOI:
https://doi.org/10.59890/ijels.v3i2.452Keywords:
Comparative Analysis, Problem-Based Learning, Student Perception, Teacher PerceptionAbstract
This study aims to compare the perceptions of Problem-Based Learning (PBL) among teachers and students in elementary, middle, and high schools. Using a mixed-methods approach, surveys and interviews were conducted with 15 teachers and 45 students across various schools. The results indicate that while elementary school teachers and students generally have positive perceptions of PBL, middle school participants report mixed feelings, often citing difficulties in adapting to the new learning style. High school respondents appreciate the depth of understanding fostered by PBL but express concerns about time constraints and curriculum coverage. These findings highlight the need for tailored PBL implementations that consider the specific challenges and advantages at each educational level. This study contributes by providing insights into the practical applications of PBL and suggesting areas for future research to optimize its effectiveness across diverse learning environments.
References
Aguilos, V., & Fuchs, K. (2022). The Perceived Usefulness of Gamified E-Learning: A Study of Undergraduate Students With Implications for Higher Education. Frontiers in Education, 7(July), 1–11. https://doi.org/10.3389/feduc.2022.945536
Alam, S., Bin, A., Street, A., Hameed, A., Bin, A., & Street, A. (2023). 318 Teaching Concerns in Higher Education: Impact of COVID-19 in Pedagogy. Journal of Education Culture and Society, 3(1), 318–332.
Alreshidi, N. A. K., & Lally, V. (2024). The effectiveness of training teachers in problem-based learning implementation on students’ outcomes: a mixed-method study. Humanities and Social Sciences Communications, 11(1). https://doi.org/10.1057/s41599-024-03638-6
Cai, Z., Zhu, J., Yu, Y., & Tian, S. (2023). Elementary school teachers’ attitudes towards project-based learning in China. Humanities and Social Sciences Communications, 10(1), 1–11. https://doi.org/10.1057/s41599-023-02206-8
do Amaral, J. A. A., Meister, I. P., Lima, V. S., & Garbe, G. G. (2023). Using Competition to Improve Students’ Learning in a Project-Based Learning Course: The Systemic Impacts of the Data Science Olympics. Journal of Problem Based Learning in Higher Education, 11(3), 1–24. https://doi.org/10.54337/ojs.jpblhe.v11i3.7514
Drwish, A. M., Al-Dokhny, A. A., Al-Abdullatif, A. M., & Aladsani, H. K. (2023). A Sustainable Quality Model for Mobile Learning in Post-Pandemic Higher Education: A Structural Equation Modeling-Based Investigation. Sustainability, 15(9), 1–19. https://doi.org/10.3390/su15097420
Hastuti, K. P., Arisanty, D., Basuki, S., Dharmono, & Rachman, A. (2024). Developing Students’ Critical Thinking Skills Through Differentiated Problem-Based Learning. Pedagogika, 155(3), 174–194. https://doi.org/10.15823/p.2024.155.9
Id, Q. G., Jamil, H., Ismail, L., Luo, S., & Sun, Z. (2024). Effects of problem-based learning on EFL learning : A systematic review. Plos One, 1–17. https://doi.org/10.1371/journal.pone.0307819
Jackson-Triche, M., Vetal, D., Turner, E. M., Dahiya, P., & Mangurian, C. (2023). Meeting the Behavioral Health Needs of Health Care Workers During COVID-19 by Leveraging Chatbot Technology: Development and Usability Study. Journal of Medical Internet Research, 25, 1–14. https://doi.org/10.2196/40635
Kirkg, Y., & Turhan, T. B. (2024). Examining the Application of a Similar Problem-. Journal of Problem Based Learning in Higher Education, 12(1), 46–71.
Kırkgöz, Y. (2024). Exploring Problem-Based Learning in. Journal of Problem Based Learning in Higher Education, 12(2), 62–68.
Maalek, R. (2024). Integrating Generative Artificial Intelligence and Problem-Based Learning into the Digitization in Construction Curriculum. Buildings, 14(11). https://doi.org/10.3390/buildings14113642
Markus Knopfel, Marco Kalz, P. M. (2024). General Problem-solving Skills Can be. Journal of Problem Based Learning in Higher Education, 12(1), 72–91.
Ohlsaso, L. (2024). Revitalizing Pedagogy in a Medical. Journal of Problem Based Learning in Higher Education, 12(1), 164–175.
Pikhart, M. (2020). Generation Z Language Learners : Applied Linguistics of Second Language Acquisition in Younger Adults. Societies, 38(10), 1–10.
Romadhon, N. I., Amir, M. F., & Wardana, M. D. K. (2024). Assessing students’ mathematical reasoning in problem-based learning: a gender perspective. International Journal of Evaluation and Research in Education, 13(6), 3763–3774. https://doi.org/10.11591/ijere.v13i6.29580
Şahin, Ş., & Kılıç, A. (2024). Comparison of the effectiveness of project-based 6E learning and problem-based quantum learning: Solomon four-group design. Journal of Research in Innovative Teaching and Learning. https://doi.org/10.1108/JRIT-09-2023-0139
Seechaliao, T. (2017). Instructional Strategies to Support Creativity and Innovation in Education. Journal of Education and Learning, 6(4), 201–208. https://doi.org/10.5539/jel.v6n4p201
Skliarova, I. (2021). Project-based learning and evaluation in an online digital design course. Electronics (Switzerland), 10(6), 1–17. https://doi.org/10.3390/electronics10060646
Tefera, A. S., Melaku, E. E., Urgie, B. M., Hassen, E. M., Tamene, T. D., & Gebeyaw, E. D. (2024). Barriers to implementing problem-based learning at the school of medicine of Debre Berhan University, Ethiopia. BMC Medical Education, 24(1), 1–7. https://doi.org/10.1186/s12909-024-05252-1
Zhang, W., Wei, J., Guo, W., Wang, Z., & Chen, S. (2024). Comparing the effects of team-based and problem-based learning strategies in medical education: a systematic review. BMC Medical Education, 24(1), 1–10. https://doi.org/10.1186/s12909-024-05107-9
