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Changes in Learning Outcomes of Students Participating in Problem-Based Learning for the First Time: A Case Study of a Financial Management Course

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Bibliographic Details
Title: Changes in Learning Outcomes of Students Participating in Problem-Based Learning for the First Time: A Case Study of a Financial Management Course
Language: English
Authors: Yung-Chuan Lee (ORCID 0000-0002-9794-7457)
Source: Asia-Pacific Education Researcher. 2025 34(1):511-530.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 20
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Undergraduate Students, Money Management, Financial Education, Problem Based Learning, Active Learning, Critical Thinking, Problem Solving, Teacher Effectiveness, Cooperative Learning, Tutor Training, Tutors, Tutoring, Tutorial Programs, Achievement Gains
DOI: 10.1007/s40299-024-00873-y
ISSN: 0119-5646
2243-7908
Abstract: The aim of this study was to explore how first-time problem-based learning (PBL) participants can improve their learning outcomes. Empirical results showed that students with higher academic performance and attendance rates significantly enhanced their critical thinking and problem-solving skills through PBL compared to traditional lecture-based methods. However, PBL was less effective for students with lower academic performance or attendance rates compared to traditional lectures, highlighting the impact of student characteristics on PBL outcomes. Tutors should focus on students with lower academic or attendance rates, encouraging their active participation to improve overall learning outcomes. Results of path model analysis revealed that tutor performance significantly influences both the learning process and the development of critical thinking and problem-solving skills. Self-directed learning greatly influences critical thinking, while the functionality of tutorial groups significantly affects problem-solving skills. These findings emphasized the importance of tutor performance in enhancing the learning outcomes of students new to PBL. Therefore, educational institutions should invest in PBL teaching seminars to boost tutor performance and ultimately improve student learning outcomes.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1457905
Database: ERIC
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Abstract:The aim of this study was to explore how first-time problem-based learning (PBL) participants can improve their learning outcomes. Empirical results showed that students with higher academic performance and attendance rates significantly enhanced their critical thinking and problem-solving skills through PBL compared to traditional lecture-based methods. However, PBL was less effective for students with lower academic performance or attendance rates compared to traditional lectures, highlighting the impact of student characteristics on PBL outcomes. Tutors should focus on students with lower academic or attendance rates, encouraging their active participation to improve overall learning outcomes. Results of path model analysis revealed that tutor performance significantly influences both the learning process and the development of critical thinking and problem-solving skills. Self-directed learning greatly influences critical thinking, while the functionality of tutorial groups significantly affects problem-solving skills. These findings emphasized the importance of tutor performance in enhancing the learning outcomes of students new to PBL. Therefore, educational institutions should invest in PBL teaching seminars to boost tutor performance and ultimately improve student learning outcomes.
ISSN:0119-5646
2243-7908
DOI:10.1007/s40299-024-00873-y