Becoming socially responsible: the implementation of project-oriented problem-based learning

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...

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Main Authors:	Alwi, Azlin, Hussin, Ruhaya
Format:	Article
Language:	English
Published:	International Journal of Contemporary Educational Research (IJCER) 2018
Subjects:	BF Psychology L Education (General)
Online Access:	http://irep.iium.edu.my/68962/ http://irep.iium.edu.my/68962/ http://irep.iium.edu.my/68962/ http://irep.iium.edu.my/68962/1/becoming%20socially%20responsible%2C%20azlin%2C%20ruhaya.pdf

id	iium-68962
recordtype	eprints
spelling	iium-689622019-01-07T06:52:56Z http://irep.iium.edu.my/68962/ Becoming socially responsible: the implementation of project-oriented problem-based learning Alwi, Azlin Hussin, Ruhaya BF Psychology L Education (General) 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. International Journal of Contemporary Educational Research (IJCER) 2018-12 Article PeerReviewed application/pdf en http://irep.iium.edu.my/68962/1/becoming%20socially%20responsible%2C%20azlin%2C%20ruhaya.pdf Alwi, Azlin and Hussin, Ruhaya (2018) Becoming socially responsible: the implementation of project-oriented problem-based learning. International Journal of Contemporary Educational Research, 5 (2). pp. 103-112. E-ISSN 2148-3868 http://ijcer.net/download/article-file/602245 10.33200/ijcer.478973
repository_type	Digital Repository
institution_category	Local University
institution	International Islamic University Malaysia
building	IIUM Repository
collection	Online Access
language	English
topic	BF Psychology L Education (General)
spellingShingle	BF Psychology L Education (General) Alwi, Azlin Hussin, Ruhaya Becoming socially responsible: the implementation of project-oriented problem-based learning
description	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.
format	Article
author	Alwi, Azlin Hussin, Ruhaya
author_facet	Alwi, Azlin Hussin, Ruhaya
author_sort	Alwi, Azlin
title	Becoming socially responsible: the implementation of project-oriented problem-based learning
title_short	Becoming socially responsible: the implementation of project-oriented problem-based learning
title_full	Becoming socially responsible: the implementation of project-oriented problem-based learning
title_fullStr	Becoming socially responsible: the implementation of project-oriented problem-based learning
title_full_unstemmed	Becoming socially responsible: the implementation of project-oriented problem-based learning
title_sort	becoming socially responsible: the implementation of project-oriented problem-based learning
publisher	International Journal of Contemporary Educational Research (IJCER)
publishDate	2018
url	http://irep.iium.edu.my/68962/ http://irep.iium.edu.my/68962/ http://irep.iium.edu.my/68962/ http://irep.iium.edu.my/68962/1/becoming%20socially%20responsible%2C%20azlin%2C%20ruhaya.pdf
first_indexed	2023-09-18T21:37:52Z
last_indexed	2023-09-18T21:37:52Z
_version_	1777412942018379776

Becoming socially responsible: the implementation of project-oriented problem-based learning

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