and issues in their working lives and so, if they want to be ‘life-long learners’ will need to have the ability to shift these learning skills from previous situations. Indeed, it is believed that PBL can help to overcome this difficulty by enabling the extension of learning to new situations (Drinan, 1991). Many universities which now practise PBL models (McMaster (Ontario), Maastricht, Newcastle (Australia)) share a number of characteristics (De Graaf and Cowdroy, 1997) including: Curriculum structure The semester is divided into a series of blocks. A number of are planned for students to work on in each block, in line with the curriculum. The students themselves choose to analyse one of the cases and the subject disciplines are integrated through relating the case to professional practice (de Graaf and Cowdroy, 1997). The learning process Selected are discussed and analysed by self-directed study groups. Typical study groups consist of 4-10 students and meet once or twice a week where each individual student in the group presents his/her work. The teacher acts as facilitator helping with internal communication within the groups. At different times during the process students will take on many different roles including chairperson, timekeeper, reader of the problem, scribe and at times even presenter (de Graaf and Cowdroy, 1997). The Barrows model for how PBL tutorials deal with learning issues outlines summarising the discussion of the tutorial under headings (Facts, Ideas/Hypotheses, Learning Issues, Action Plan), preceded by setting the climate and defining the problem (Barrows, 1989). Another model for scaffolding the PBL learning process is the ‘seven jump approach’ (Schmidt and Moust, 2000). Clarify unknown terms and concepts in the problem description Define the problem: that is, list the phenomena to be explained
variables that will positively predict outcomes. In other words, it aims to use knowledge about correlations to predict future events based on the correlations observed. An important to note in correlational research is that correlation does not imply causation i.e. an observation of a low correlation between two variables does not imply that because the first variable had a low value leads to the second variable also having a low value. Indeed a simultaneous change in both variables may have been caused by a third variable. As this is the first year that PBL tutorials have been implemented into the Foundation Mathematics module we concentrated solely on an explanatory design for the correlation analysis since we did not have sufficient data to carry out a prediction design. In this correlation, the variable ‘interaction with the PBL component’ was a mark out of 100% and was calculated using the variables attendance at PBL tutorials, submission of diary entries outlining student thoughts on the process, submission of peer evaluations on group members for the PBL tutorials and participation in a group presentation. The variable ‘End of module exam’ was again a mark out of 100% and was the grade achieved by students on the Foundation Mathematics exam paper which was taken by all students in the group at the end of the module. This was a 2-hour exam paper containing 4 questions. Students were expected to attempt all questions. The Foundation Mathematics module was assessed using a continuous assessment component which was worth 30% of the overall mark and an end of module exam which was worth 70% of the overall mark. Furthermore, the continuous assessment mark was further broken down as follows: Mid-Term Assessment: A 1-hour written test to students during Week 8 of the semester. This assessment was worth 20% of the overall module mark. PBL Tutorials: As outlined above, there were 4 parts to the allocated mark for the PBL tutorials as follows: Attendance at PBL tutorials = 3% Submission of diary entries = 1.5% Submission of peer evaluations = 1.5% Group presentation = 4%
1. Improves student engagement with the task Rather than students who listen passively to explanations by the teacher, the learning process is inclined to be much more heavily committed to by those students that work together on new material. Previous literature outlines that the most effective form of interaction is when students work in groups of two or three, followed by groups consisting of three of four members (Schwatrz and Reisberg, 1991). When a group of students work together to investigate a question, all members of the group have the opportunity to advance their problem-solving skills by thinking about their ideas, explaining them to others, hearing feedback straight away and replying to comments from other members of their group (Johnson, 1973). This interaction is continuous and ensures that all students are engaged in the session and is outlined by Slavin in saying “…students who had been taught cooperatively were significantly higher than control students on measures of supportive, friendly, and prosocial behaviour; were better at resolving conflicts; and expressed more support for democratic values”(Slavin, 1991, p.81) (03:11): The main motivation would have been the kind of social pressure that you’d have to go off on your own to really try to understand what the question was asking you, so you’d kind of have some sort of idea what you were talking about and not look like an idiot in front of the rest of the group. (06:30): With the PBL, we were part of a team so we had to work together. One person would go away and find out answers to one part of the problem and the others would do the same. If one person didn’t bother doing their job, they would be letting the rest of the group down. 2. Builds self-esteem in students In many classroom or lecture settings, individual competitive systems promote a situation and in this case, it is the higher mathematics attainers who will realise all the benefits and acknowledgement whilst the lower attainers can often be left behind (Slavin, 1990). On the other hand, in a collaborative setting a supportive community is built where lose
time went on. I think we all really learned how to manage things better and to get our college work in as well as working in the evenings and studying for our exams”. In addition, many participants talked about a new confidence they felt not only with the Foundation Maths module but also in their other modules. They felt more courageous about talking in class, even about new topics which were previously unknown to them. Whilst acknowledging that he was unsure if it was down to PBL or just down to a new sense of freedom found in college, one participant made the remark “I felt braver than I had before”. Learning from PBL Another module being completed by participants at the same time as the Foundation Maths module (with the PBL component) was Professional Skills. As part of this module, it was necessary for students to think about and prepare a CV ready for attending job interviews and applying for positions. To this end, participants had to think about skills they possessed and knowledge they had gained in order to succeed. Many participants were able to draw upon their experience during the PBL process to look at new skills they had acquired. These included: Being enthusiastic and enterprising Networking with others (group members but also outside industry) Demonstrating critical thinking Exhibiting independent learning Being able to use their initiative Some participants felt that as they continued to be classified as ‘good’ students by lecturing within the School, they were given more responsibility for the progress made within their modules. For example, some lecturers allowed the participants to choose how they wanted to build up their continuous assessment marks. This helped to boost the confidence of many of the participants and some associated this categorically to the PBL