Exploring the Dynamics of PBL-Based Learning: A Study on Collaboration, Reflection, Engagement, Critical Thinking, and Student Success

Introduction

Problem-based learning is a pedagogical approach that emphasizes active engagement and collaborative problem-solving in a real-world context. It is gaining widespread recognition in diverse fields, including medicine, engineering, and education. The core tenet of PBL is that students learn more effectively when they are actively involved in solving problems that are relevant to their own lives and experiences (barman et.al, 2021). This contrasts with traditional instructional methods, which often focus on the transmission of information from teacher to student. PBL is characterized by a number of key elements:

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  Authentic problems: PBL begins with the presentation of an authentic problem, which is a real-world issue that is complex and ill-defined. This problem serves as the starting point for learning, as students are required to identify the relevant knowledge and skills needed to solve it.

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  Small-group collaboration: Students work in small groups to investigate the problem, gather information, and develop solutions. This collaborative process encourages students to share ideas, learn from one another, and build on each other's strengths.

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  Self-directed learning: PBL places a strong emphasis on self-directed learning. Students are responsible for identifying their own learning needs, seeking out relevant resources, and managing their own time. This helps students to develop the skills and dispositions necessary for lifelong learning.

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  Feedback from peers and instructors: Students receive feedback from their peers and instructors throughout the PBL process. This feedback helps students to identify areas where they need to improve their understanding or skills.

In this chapter, we focus on analyzing the parameters that can be considered when plotting a graph for PBL-based learning (Khan,2021; Aljaser,2021). These parameters include:

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  Problem complexity: The complexity of the problem can be measured in terms of the number of variables involved, the level of ambiguity, and the degree of difficulty in finding a solution.

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  Student engagement: Student engagement can be measured by observing students' participation in group work, their level of motivation, and their persistence in solving the problem.

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  Learning outcomes: Learning outcomes can be measured by assessing students' understanding of the relevant concepts, their ability to apply their knowledge to solve problems, and their development of critical thinking skills.

By plotting these parameters on a graph, it is possible to gain a better understanding of the relationship between them. For example, it may be possible to identify a positive correlation between problem complexity and student engagement (Farooq et.al,2022). This would suggest that students are more engaged when they are working on complex problems. In addition to analyzing the relationship between parameters, it is also possible to use graphs to track changes in student learning over time. For example, a graph could be used to track changes in students' understanding of a particular concept as they work on a PBL project. By using graphs to visualize the data from PBL research, it is possible to gain a deeper understanding of the effectiveness of this instructional approach. This information can then be used to inform the design and implementation of PBL programs.

Literature Review

The authors found that PBL (Kim et.al, 2019) had a positive effect on learners' attitudes and achievement in computing education. Students who participated in PBL projects showed higher levels of interest, enjoyment, and self-efficacy in computing, as well as improved problem-solving and critical thinking skills.

The authors found that PBL (Gweon et.al, 2019) had a positive effect on students motivation and engagement in learning. Students who participated in PBL projects reported higher levels of intrinsic motivation, task value, and self-determination. They also spent more time on their studies and were more likely to persist in the face of challenges.