Assessing the impact of Problem-based Learning in University students

Abstract

Aims: The study presents the evaluation of an educational innovation methodology based on Problem Based Learning. Specifically, we have evaluated the impact on student perceptions of their competence development and methodological variables that promote it.

Study Design: Instrumental and transversal study.

Place and Duration of Study: Educational Science Faculty, between September 2012 and February 2013.

Methodology: 222 students of Educational Psychology have participated (71.8% women), who filled out the Problem Based Learning Impact Assessment Scale (α = .99).

Results: Descriptive results show a high level of self-perception about: development of pre-professional competences, transfer of knowledge, satisfaction and achievement, and adequacy between time and effort. The linear regression outcomes show that the potential of transfer and the adaptation and transversality of learning are the most influential factors in the development of pre-professional competences.

Conclusion: These results help introduce improvements in teaching methodology.