Problem-based learning for Technical teacher training in woodwork at the Malawi Polytechnic

Abstract

The paper reports on a study that investigated the effectiveness of the use of Problem-Based Learning (PBL) on students’ performance in Woodwork at a Malawian technical teacher training college, specifically, The Malawi Polytechnic. It also sought to investigate students’ attitude towards PBL. The rationale for the study was grounded on the fact that PBL models are constructivist in nature, hence they promote cognitive development and active learning which in turn enhances performance. The study employed the positivists approach as the data to be collected were quantitative in nature and it involved generating statistical significance of parameters under test. The study employed a pre- and post-test control group experimental design in which an intervention, instruction using the PBL approach, was implemented on the experimental group whilst the control group learnt through the traditional approach. A class of 62 students participated in the study. The class was divided into two groups, with each group comprising 31 students to form the experimental and control group. Data for the study was collected using achievement tests and questionnaires. The scores for the pre- and post-test assessment for the two groups were compared and analysed using an independent samples t-test. Results showed that the students’ mean scores from the pre-test were not significantly different (t = -1.06, d = -3.00, p = 0.292) at 5% significance level. Analysis of the post-test assessment scores showed a significant difference in the results (t = 3.81, d = 11, p = 0.000). The results of the analysis of change in scores indicated that there was an increase in the scores from the pre-test to the post-test for both the experimental and control groups. However, the increase in the assessment scores was significantly greater for the students in the PBL approach group (Mean =22.94, standard error =2.02) than the students in the traditional approach group (Mean=8.94, standard error = 2.41). Overall, the students expressed their desire to learn through PBL as they considered it effective. The students that learnt using PBL were better in knowledge acquisition, interpretation and application. The PBL students also outperformed the traditional students in analytical skills. This showed that PBL is an effective approach to teaching and learning of Woodwork. vi vii Therefore, the study recommends that lecturers should engage PBL in technical teacher training in Woodwork and other technology related studies.