https://files.eric.ed.gov/fulltext/EJ1132197.pdf

Improving Primary Students' Mathematical Literacy through Problem Based Learning and Direct Instruction.

Problem-based learning (PBL) is a pedagogy where students gain knowledge about a subject through solving an illstructured problem. Critical thinking skills (CTS) are the capacity to think about what to do or what to consider by an individual. This study sought to decide if using Problem-based Learning (PBL) improves the critical thinking skills (CTS) of the students in a secondary school in the subject of economics. This research used an experimental design. Twenty-seven (27) students were purposively selected from a secondary school in Zambales, Philippines for the school year 2017-2018. Results proved that there was a significant difference in the test scores before and after the intervention. We found PBL to be effective in improving the critical thinking skills of the students based on the result of the mean analysis, standard deviation, and t-test. The researchers recommend that problem-based learning may improve the level of critical thinking skills of the students and improve the teachinglearning process.

https://files.eric.ed.gov/fulltext/ED603182.pdf

Improving the Critical Thinking Skills of Secondary School Students Using Problem-Based Learning.

https://files.eric.ed.gov/fulltext/EJ1132198.pdf

The problem-based learning process: Reflections of pre-service elementary school teachers

The objectives of the research are (1) to develop mathematics learning through Problem Based Learning (PBL) with social media assistance in improving students’ understanding toward statistics and (2) to find out the effectiveness of PBL with social media assistance. This research is a quasi-research with cluster random sampling. The cluster random sampling was employed to determine a control class and an experimental class. After treatment for each class, post-test was done. Then, the post-test data was analyzed through a T-test. The result is the mean score of post-test in experimental class was better than that in control class. It means PBL with social media assistance is more effective than the conventional model to teach statistics. The result was supported by a questionnaire that showed learning mathematics through PBL with social media assistance got a positive response from the students.

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The effectiveness of problem-based learning with social media assistance to improve students’ understanding toward statistics

This study is aimed to examine the impact of tourism education and core tourism skills on the performance of employees in tourism industry in Indonesia. Additionally, the moderating effect of innovation in tourism has also been examined regarding the associations between tourism education and core tourism skills with the employees’ performance in tourism sector. This is a quantitative research in which questionnaire was used with Likert scale. Sample consists of 400 employees of tourist sector in Indonesia. Survey questionnaire was used to collect the data from tourism management companies of Indonesia. The study revealed that employee education and employee core skills increase the employee’s innovation which ultimately shows positive effect on employee performance. Therefore, employee innovation has mediating role between employee education, employee core skills and employee performance. Thus, the study provides valuable insights for practitioners while making the strategies to enhance employee performance in tourism industry.

Education and core skills in the performance with mediating role of employee innovation

their research and applies new knowledge to the problem. The group also critiques their previous work. Phase four involves summary and integration. Wood (2003) described the Maastritch model of the ‘seven jump’ steps comprising of identifying and clarifying unfamiliar terms, defining problem, brainstorming, reviewing definition and discussion of brainstorming and arranging explanations and solutions, formulating learning objectives, private study, and lastly, sharing of results of self-study. Both the McMaster (Barrows, 1995) and the Maastritch models involve similar processes. There does not seem to be much difference in the processes presented. Amos and White (1998) identified seven outcomes of PBL; critical thinking through the process of reflection (Burton, 2000), learning how to learn, creativity in learning, link to community, teamwork, research skills and personal growth. The expected outcome from both programmes seems to be similar. Introduction Problem-based learning (PBL) is not problem solving (Wood, 2003) or case-based instructions. PBL is a learning strategy which begins and centres on a clinical problem (Alexander, McDaniel, Baldwin & Money, 2002; Pross, 2002). It has its origin from the McMaster University and is widely used in the training of medical students (Barrows & Tamblyn, 1997). It was only until recently that problem-based learning was introduced into the faculty of nursing and more recently into clinical nursing practice. What evidence is there that learning has been effective in PBL? This paper will present models of the processes of PBL. It aims to explore the literature for evidence of its effectiveness in enhancing the three domains of learning, namely knowledge, skills and attitudes. Implications for feasibility of implementation of PBL will be addressed.

Z H Mirzambetova

Papers

The effectiveness of problem-based learning