Overview of Problem-Based and Activity-Based Learning

Learning is a continuous process that can hardly be restricted by age, gender and economic status of the individuals. The 20^th century learning practices were confined within classrooms and books that eventually restricted the knowledge expansion of the individuals (Savery 2015). However, 21^st century learning practice highlights problem based and activity based learning styles that allows the individuals to dive in the ocean of knowledge without any restriction (Padmavathy and Mareesh 2013). However, people have varied opinions in terms of activity based and problem based learning, as the practice of learning in classroom is still preferred by some individuals.

As commented by Sangestani and Khatiban (2013), the concept of problem-based learning highlights the opportunity of allowing the student to be in the driver’s seat and find solution to the encountered problems by themselves. As a result, the students learn from the experiences of solving the problems in small groups. However, as argued by Shin and Kim (2013), the concept of activity based learning highlights that learning is based on hands-on activities. Thus, active participation of the students helps in better learning, as the students are comparatively more active. Types of activity-based learning include indoor and outdoor activities that are further classified into activities such as field trips, drama, field visits and discovery learning.

In order to determine the opinions about problem based and activity learning, the students were surveyed. The participants of the survey were selected by implementing random probability sampling technique. This provided an equal opportunity for all the students within the particular population to participate in the survey without any biasness. Out of the the entire population, 12 students were selected as participants for determining the opinion on problem based and opinion based learning. 

Q1) Please indicate your age

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Figure 1: Age

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Analysis: The above analysis highlighted that 75% of the respondents belonged to age group 20-40 years whereas 16.67% of the respondents were below 20 years. Additionally, 8.33% of the respondents were above 40 years. The maximum participation within age group 20-40 helped in gathering better opinion on problem-based learning and activity based learning, as the individuals are the recent ones who have encountered the difference between the 20^th century and 21^st century teaching practices. Respondent above 40 years were less as they have no or less idea about problem-based and activity based learning.

Q2) Please indicate your gender

Survey Design and Participants

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Figure 2: Gender

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Analysis: The above graph highlights that 50% of the participants were male whereas 41.67% of the respondent comprised of the female gender. However, around 8.33% of the respondent preferred not to reveal their gender identity. Keeping the gender specification hidden hardly affected the survey results, as their opinion on problem-based learning and activity based learning mattered and not their gender specification. 

Q3) Think about how you learned Mathematics at school (CHOOSE ONE)

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Figure 3: Mathematics learning method at school

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Analysis: The above graph highlights equal responses from the respondents. 33.33% respondents agreed that they have been taught mathematics in school where the teachers explained them the problems and suggested them to solve the exercises. Similarly, 33.33% of the respondents agreed that their mathematics class in school were different, as the teachers set them problems and asked them to find ways to solve it. Additionally, 33.33% of the respondents said that they encountered both the learning methods. Both the methods of teaching mathematics in school is beneficial as each method is able to cover the disadvantages of the other method. 

Q4) Think about how you learned Chemistry at school (CHOOSE ONE)

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Figure 4: Chemistry learning method in school

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Analysis: The above graph highlighted that 50% of the respondents agreed that they were taught chemistry in school by using a mixture of the the methods, that is, the teachers taught them by implementing traditional as well as problem-based or activity based learning. This is because some of the schools readily undertook the problem-based learning quickly compared to other schools. However, around 25% of the respondents agreed that the students were taught by the teachers by explaining chemistry and asking them to solve exercise, as they believed this helps in developing clear conception whereas 25% respondent agreed that using problem-based learning as this influenced curiosity thereby, facilitating creativity among the students. 

Q5) Think about how you learned Art at school (CHOOSE ONE)

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Figure 5: Arts learning method in school

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Analysis: The above graph highlighted that 66.67% of the respondents agreed that they were taught arts by problem-based learning. The teacher gave the students idea about painting and allowed them to paint according to them. This helped in promoting creativity and innovations within the students. However, around 25% of the respondent agreed that they were taught arts in rather conservative manner where the teacher taught them arts theory and asked them to apply in drawing thereby, limiting their thoughts. Only 8.33% of the respondent said that they learned arts in mixed approach.  

Results of the Survey

Q6) There are some people who think that problem-based learning is hard for less able pupils.  To what extent do you agree with this statement? (CHOOSE ONE)

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Figure 6: Difficulty level of problem-based learning for less able pupils

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Analysis: Around 25% of the respondents agree that problem based learning is difficult for less able pupils, 33.34% partially agrees, 8.33% has no opinion regarding this, 25% partially disagrees and 8.33% begs to differ completely. The majority of the respondent partially agrees because the history highlights the capability of less able individuals those are more successful compared to fully able individuals. Thus, they think the exposure and support limits or delimits the ability of pupils and not their ability.

Q7) There are some people who think that problem-based learning takes a lot longer, and so is less efficient, than traditional classroom learning.  To what extent do you agree with this statement? (CHOOSE ONE)

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Figure 7: Comparing problem-based learning and traditional learning

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Analysis: Around 33.34% of the respondents partially disagrees that problem-based learning is less efficient and time consuming, 16.675 agrees and partially agrees, 8.33% has no opinion to share and 25% completely disagrees. Majority of the respondents partially disagrees that problem-based learning is less efficient and time consuming, as this approach has developed curiosity and encouragement among the students for learning more and brainstorming ideas. However, they also think this approach limits in developing the actual concept as the pupils are more inclined towards satisfying their curiosity. 

Q8) Considering computer programming.  Do you believe that problem based learning would be more effective than structured exercises (CHOOSE ONE)

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Figure 8: Comparing problem-based learning and structured exercises

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Analysis: Around 33.34% of the respondents have no opinions regarding the effectiveness of problem-based learning, structured exercises, 16.67% totally and partially agrees whereas 16.67% totally and partially disagrees as well. The majority of the respondents have no opinions regarding the effectiveness of structured exercises and problem-based learning because it is based on the capability of the individual pupil.

Conclusion

From the findings, it can be concluded that problem-based and activity-based learning have received mixed appraisal from the students. While some of the students prefer and facilitate problem-based learning, some of the students think traditional learning is necessary for the students in order to develop the concept and deeper understanding before aiming towards satisfying their thirst for curiosity.

References

Padmavathy, R.D. and Mareesh, K., 2013. Effectiveness of Problem Based Learning In Mathematics. International Multidisciplinary e-Journal, 2(1), pp.45-51.

Sangestani, G. and Khatiban, M., 2013. Comparison of problem-based learning and lecture-based learning in midwifery. Nurse education today, 33(8), pp.791-795.

Savery, J.R., 2015. Overview of problem-based learning: Definitions and distinctions. Essential readings in problem-based learning: Exploring and extending the legacy of Howard S. Barrows, 9, pp.5-15.

Shin, I.S. and Kim, J.H., 2013. The effect of problem-based learning in nursing education: a meta-analysis. Advances in Health Sciences Education, 18(5), pp.1103-1120.