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The effectiveness of training teachers in problem-based learning implementation on students’ outcomes: a mixed-method study

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  • Nawaf Awadh K. Alreshidi

    (University of Ha’il)

  • Victor Lally

    (University of Glasgow)

Abstract

The aim of this study was to understand the effect of training teachers in problem-based learning (PBL) implementation on students’ outcomes. Mixed methods were used to analyse the quasi-experimental study data. 127 students were divided into three groups: Group A (N = 52) was taught by a trained teacher using the PBL teaching strategy, group B (N = 39) was taught by an untrained teacher using traditional teaching methods, and group C (N = 36) was taught by an untrained teacher using the PBL teaching strategy. The results showed that students whose teachers received training in PBL implementation significantly improved in terms of applying knowledge compared with students whose teachers used traditional teaching methods. The findings also provide robust evidence to show that using PBL teaching methods significantly improves students’ attitudes towards mathematics compared with traditional teaching methods, regardless of the teacher training effect. The key element in training teachers in PBL to improve students’ application of mathematics is training teachers in using metacognitive strategies that facilitate students’ learning processes.

Suggested Citation

  • Nawaf Awadh K. Alreshidi & Victor Lally, 2024. "The effectiveness of training teachers in problem-based learning implementation on students’ outcomes: a mixed-method study," Palgrave Communications, Palgrave Macmillan, vol. 11(1), pages 1-10, December.
    • Handle: RePEc:pal:palcom:v:11:y:2024:i:1:d:10.1057_s41599-024-03638-6
    DOI: 10.1057/s41599-024-03638-6
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    References listed on IDEAS

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    1. Rae Goodman, 2010. "Problem-based learning: merging of economics and mathematics," Journal of Economics and Finance, Springer;Academy of Economics and Finance, vol. 34(4), pages 477-483, October.
    2. Nan L. Maxwell & John R. Mergendoller & Yolanda Bellisimo, 2005. "Problem-Based Learning and High School Macroeconomics: A Comparative Study of Instructional Methods," The Journal of Economic Education, Taylor & Francis Journals, vol. 36(4), pages 315-329, October.
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