Students perceived PBL as providing significant benefits to presentation skills, teamwork, leadership and ability to use IT¶

Claim · All claims
Evidence · 1 study (4 entries) · causal r1 · q2
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? PBL students rated improvement in presentation skills significantly higher than non-PBL students (t=3.622, p=.000). → Manaf et al. 2011 q2 i? PBL students rated improvement in ability to work as a team member significantly higher (t=2.084, p=.038). → Manaf et al. 2011 (2) q2 i? PBL students rated improvement in leadership ability significantly higher (t=4.168, p=.000). → Manaf et al. 2011 (3) q2 i? PBL students rated improvement in ability to use information technology significantly higher (t=2.110, p=.036). → Manaf et al. 2011 (4)

Evidence¶

Manaf et al. 2011¶

Nor Aziah Abdul Manaf, Zuaini Ishak & Wan Nordin Wan Hussin. (2011). Application of Problem Based Learning (PBL) in a Course on Financial Accounting Principles. Malaysian Journal of Learning and Instruction: Vol. 8 (2011): 21-47. https://eric.ed.gov/?id=EJ1137300

q2 · i? · causal · r1

Survey of 267 students who experienced both PBL and non-PBL methods, questionnaire adapted from Newman (2002), 5-point Likert scale (Table 9). PBL mean 3.92 vs non-PBL 3.54, t=3.622, p=.000. Only test statistics are printed; no effect size.

"Improved my presentation skills. PBL class 165 3.92 Equal variances assumed 3.622 .000***"

Manaf et al. 2011 (2)¶

Nor Aziah Abdul Manaf, Zuaini Ishak & Wan Nordin Wan Hussin. (2011). Application of Problem Based Learning (PBL) in a Course on Financial Accounting Principles. Malaysian Journal of Learning and Instruction: Vol. 8 (2011): 21-47. https://eric.ed.gov/?id=EJ1137300

q2 · i? · causal · r1

Same survey (Table 9): teamwork item mean 4.15 (PBL) vs 3.95 (non-PBL), t=2.084, p=.038. Only test statistics printed; no effect size.

"Improved my ability to work as a member of a team. PBL class 164 4.15 Equal variances assumed 2.084 .038**"

Manaf et al. 2011 (3)¶

Nor Aziah Abdul Manaf, Zuaini Ishak & Wan Nordin Wan Hussin. (2011). Application of Problem Based Learning (PBL) in a Course on Financial Accounting Principles. Malaysian Journal of Learning and Instruction: Vol. 8 (2011): 21-47. https://eric.ed.gov/?id=EJ1137300

q2 · i? · causal · r1

Same survey (Table 9): leadership item mean 3.90 (PBL) vs 3.49 (non-PBL), t=4.168, p=.000. Only test statistics printed; no effect size.

"Improved my leadership ability. PBL class 163 3.90 Equal variances assumed 4.168 .000***"

Manaf et al. 2011 (4)¶

Nor Aziah Abdul Manaf, Zuaini Ishak & Wan Nordin Wan Hussin. (2011). Application of Problem Based Learning (PBL) in a Course on Financial Accounting Principles. Malaysian Journal of Learning and Instruction: Vol. 8 (2011): 21-47. https://eric.ed.gov/?id=EJ1137300

q2 · i? · causal · r1

Same survey (Table 9): IT item mean 4.07 (PBL) vs 3.87 (non-PBL), t=2.110, p=.036. Only test statistics printed; no effect size.

"Improved my ability to use information technology. PBL class 164 4.07 Equal variances assumed 2.110 .036**"

Discussion¶

Related Claims¶

• PBL students out-performed non-PBL students in final course grades in Financial Accounting Principles, with 14% versus 6% scoring A/A- and 3% versus 9% failing — related
• In Chinese neurology education, TBL alone or combined with other methods is associated with improved self-study ability, communication skills, and teamwork ability versus LBL — related
• Non-technical skill outcomes of TBL are mixed, with positive findings for communication, decision-making, self-study and emotional intelligence — related
• TBL significantly improves communication skills while PBL does not — related
• TBL significantly improves teamwork skills compared with PBL (SMD = 1.18) — related
• Peer tutoring benefits extend to the tutors themselves, including confidence, autonomy, leadership, teamwork, and empowerment — related
• In the RCT, PBL students rated their own communication skills and critical thinking significantly higher on a questionnaire than LBL students did — related
• NTS training programs in ICUs are associated with improved teamwork, situational awareness, leadership and communication behaviors, with varying evidence certainty — related
• PBL teaching improves problem-solving, independent learning, teamwork, communication and clinical reasoning abilities more than traditional teaching in orthopaedics education — related