DPBL students scored higher than direct instruction students on knowledge, creative thinking, and teamwork in a Computer Networks course¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2017 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Third-year Computer Networks students taught with DPBL scored significantly higher on creative thinking, teamwork, and knowledge than students taught with direct instruction. → Winarno et al. 2017

Evidence¶

Winarno et al. 2017¶

Winarno, S., Muthu, K. S., & Ling, L. S. (2017). Direct Problem-Based Learning (DPBL): A Framework for Integrating Direct Instruction and Problem-Based Learning Approach. International Education Studies, 11(1). https://doi.org/10.5539/ies.v11n1p119

q2 · i? · causal · r1

Quasi-experimental group pre-test and post-test comparison of 276 third-year Computer Networks students (140 direct instruction, 136 DPBL) at Dian Nuswantoro University. The article reports "Creative thinking skills score increased 8.4%" and knowledge increased 25.9%, with Sig. p=.00 reported in the abstract; no standardised effect size is printed.

"Creative thinking skills score increased 8.4%, Teamwork skills score increased 11.5%, and knowle dge score increased 25.9% of DPBL approach."

Discussion¶

Learner Variables¶

• Creativity — outcome: instruction changes it

Related Claims¶

• Students reported lower difficulty in the DPBL approach than in the direct instruction approach — related
• Students showed a more positive response toward the DPBL teaching approach than toward direct instruction — related
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