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Effectiveness of problem based learning sessions

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dc.date.accessioned 2022-11-10T19:11:10Z
dc.date.available 2022-11-10T19:11:10Z
dc.date.copyright Items in this repository are protected by copyright, with all rights reserved, unless otherwise indicated
dc.date.issued 2013-00-00
dc.description Abstract: There has been a lot of interest in the use of problem-based learning (PBL) at tertiary level. PBL is commonly used in areas of study such as business, education, law, nursing and engineering. This paper would study the students evaluation of the effectiveness of the PBL sessions against various learning outcomes. In a PBL session, students would learn the dynamics of working together in a group, the ability to communicate with each other and the ability to use each member’s different view points. PBL was introduced for three sessions for the tax and tax planning module in a second year franchise degree program with a British University. Students were given a 5-point Likert Scale questionnaire at the end of the PBL sessions which included an open-ended question to analyze the effectiveness of the PBL sessions. The results showed that the students benefited from the PBL sessions in their ability to summarize information from various sources. In addition, the PBL sessions also helped them in their final assignment and improved contact between lecturer and student.
dc.description Full text access : Research & development Centre, Taylor’s University, Malaysia (e-mail: GTDLSRnD@taylors.edu.my)
dc.identifier.uri https://irepo.taylors.edu.my/handle/123456789/449
dc.subject Problem-based learning
dc.title Effectiveness of problem based learning sessions
dspace.entity.type Research-Abstracts
local.identifiers vital:388
local.identifiers valet-20130911-07527
local.language English
local.school Taylor's Business School
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