Lecturers rated DPBL activities as appropriate and effective for improving creative thinking and teamwork skills¶

Claim · All claims
Evidence · 1 study · causal r1 · q1
Currency · newest study 2017 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q1 i? Five lecturers rated DPBL with means of 4.80 (SD .45) for "DPBL is possible to be used" and 4.60 (SD .55) for "DPBL is effective to improve creative thinking and teamwork skills" (summary 4.70, SD .50); the authors conclude that "nearly all lecturers agreed" DPBL can enhance these skills. → 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

q1 · i? · causal · r1

Lecturer evaluation of DPBL activities by the five lecturers involved in the study, reported only as aggregate descriptive ratings in Table 4: 4.80 (SD .45) that DPBL is possible to be used, 4.60 (SD .55) that it is effective to improve creative thinking and teamwork skills, summary 4.70 (SD .50). Individual ratings are not reported, and the conclusion says "nearly all lecturers agreed", not all. These are the lecturers' judgements, not a measure of creative thinking or teamwork; no inferential test or effect size is printed.

"Table 4 shows the lecturers agree that DPBL activ ities were appropriate, which showed highest level ࢞4.70, S.D =.50). The mean scores of the possibility in using DPBL were࢞4.80(.45) and ࢞4.60(.55) showing that DPBL is an effective approach."

Discussion¶

Learner Variables¶

• Collaboration — outcome: instruction changes it
• Creativity — outcome: instruction changes it

Related Claims¶

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