Students' Perspectives on The Effectiveness of Problem-Based Learning with Inverted Classroom Assistance in Improving Understanding of Foundations Courses (Persepsi Pelajar Terhadap Keberkesanan Pembelajaran Berasaskan Pemasaalahan dengan Bantuan Inverted Classroom untuk Memperbaiki Pemahaman Pelajar dalam Kursus-Kursus Asas)
Abstract
This study aims to evaluate the impact of implementing a hybrid teaching strategy combining an Inverted Classroom (IC) with Problem Based Learning (PBL) called Inverted Problem-based Learning (IPBLC). In this study, PBL cases are delivered to large groups of up to 150 students facilitated by a single course instructor within pre-university science courses. Lecture time is reduced using inverted classrooms (IC) with minimal effect on content. It is a multi-subject research made up of 4 smaller research involving the application of IPBLC in the teaching of Physics, Chemistry, Biology and Mathematics. The researchers were responsible in researching and developing an IPBLC module for teaching 150 students each, wherein the impact of hybridizing PBL and IC on students’ achievements, learning attitude and conceptual learning of the subjects involved are investigated. Focus group interviews were used as a qualitative approach to gain an in‐depth understanding of the issue at hand. This research aims to gain an understanding of the needs, motivations and experiences of Foundation students, focusing on their experience with IPBLC and providing lecturers with a better insight into the effectiveness and issues faced by students in the implementation of this teaching method. The results of this study facilitated the identification of issues that were not apparent from the purely quantitative data, thus providing a deeper understanding of the curriculum and teaching effectiveness that was constructive and detailed.
Keywords: Problem-Based Learning; Inverted Classroom; Science courses; Foundation students; Mathematics.
Abstract
Kajian ini bertujuan untuk menilai impak pelaksanaan strategi pengajaran hibrid yang menggabungkan Inverted Classroom (IC) dengan Pembelajaran Berasaskan Masalah (PBL) yang dikenali sebagai Inverted Problem-based Learning (IPBLC). Dalam kajian ini, kes-kes PBL diberikan kepada kumpulan besar iaitu 150 pelajar yang diketui oleh seorang tenaga pengajar untuk kursus sains pra-universiti. Masa kuliah dikurangkan menggunakan Inverted Classroom (IC) dengan kesan minimum terhadap kandungan kursus tersebut. Ia merupakan penyelidikan pelbagai subjek yang terdiri daripada 4 penyelidikan kecil yang melibatkan penggunaan IPBLC dalam pengajaran Fizik, Kimia, Biologi dan Matematik. Para penyelidik bertanggungjawab untuk meneliti dan membangunkan modul IPBLC dalam pengajaran mereka terhadap 150 orang pelajar masing-masing. Kajian ini melihat kepada kesan atau impak PBL dan IC hibridisasi terhadap pencapaian pelajar, sikap belajar dan pembelajaran konsep subjek yang terlibat dianalisis. Wawancara kumpulan secara fokus telah digunakan sebagai pendekatan kualitatif untuk mendapatkan pemahaman yang lebih mendalam tentang isu ini. Kajian ini bertujuan untuk mendapatkan pemahaman tentang keperluan, motivasi dan pengalaman pelajar, memberi tumpuan kepada pengalaman mereka dengan IPBLC dan memberikan pensyarah impak yang lebih baik mengenai keberkesanan dan isu yang dihadapi oleh pelajar dalam pelaksanaan kaedah pengajaran ini. Hasil kajian ini dapat mengenalpasti isu-isu yang tidak jelas dari data kuantitatif semata-mata, sehingga memberikan pemahaman yang lebih mendalam tentang keberkesanan kurikulum dan pengajaran yang lebih konstruktif dan terperinci.
Keywords: Problem-Based Learning;, Inverted Classroom; Kursus-kursus Sains; Pelajar-pelajar asasi; Matematik.
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