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dc.contributor.authorAmaya Chávez, Danilo
dc.contributor.authorGámiz-Sánchez, Vanesa-María
dc.contributor.authorCañas Vargas, Antonio
dc.date.accessioned2020-12-23T11:02:10Z
dc.date.available2020-12-23T11:02:10Z
dc.date.issued2020-10
dc.identifier.citationAmaya Chávez, D.; Gámiz-Sánchez, V.-M.; Cañas Vargas, A. Problem-based learning: effects on academic performance and perceptions of engineering students in computer sciences. "JOTSE: Journal of Technology and Science Education", Octubre 2020, vol. 10, núm. 2, p. 306-328.
dc.identifier.issn2013-6374
dc.identifier.issn2014-5349
dc.identifier.urihttp://hdl.handle.net/2117/334850
dc.description.abstractIn the present article we analyse the impact of problem-based learning (PBL) on learning and perceptions in first-year students undertaking Engineering in Computer Sciences. The module designed took a number of advanced theories of PBL and its application within the Engineering profession. Mixed methods were used to enable data from qualitative and quantitative instruments to be obtained. A quasi-experimental design was specified, employing non-probabilistic sampling, with a control (N = 40) and experimental group (N = 39). In comparing PBL with traditional methods, the results reveal statistically significant differences in aspects such as academic performance. Teamwork, oral communication, written communication and students’ perceptions of the learning experience were also all favoured. Nonetheless, lack of adequate team dynamics in previous learning experiences and reluctance to change traditional teaching approaches, could compromise the viability of that proposed
dc.format.extent23 p.
dc.language.isoeng
dc.publisherOmniaScience
dc.rightsAttribution-NonCommercial 4.0 International
dc.rights.urihttps://creativecommons.org/licenses/by-nc/4.0/
dc.subjectÀrees temàtiques de la UPC::Ensenyament i aprenentatge::Metodologies docents::Aprenentatge basat en problemes i projectes
dc.subject.lcshProblem-based learning
dc.subject.lcshEngineering -- Study and teaching
dc.subject.lcshEducation, Higher
dc.subject.lcshGroup work in education
dc.subject.otherProblem-based learning
dc.subject.otherTeamwork
dc.subject.otherEducation in engineering
dc.subject.otherHigher education
dc.subject.otherAcademic performance
dc.titleProblem-based learning: effects on academic performance and perceptions of engineering students in computer sciences
dc.typeArticle
dc.subject.lemacAprenentatge basat en problemes
dc.subject.lemacEnginyeria -- Ensenyament
dc.subject.lemacEnsenyament universitari
dc.subject.lemacEnsenyament -- Treball en equip
dc.identifier.doi10.3926/jotse.969
dc.identifier.dlB-2000-2012
dc.description.peerreviewedPeer Reviewed
dc.rights.accessOpen Access
local.citation.publicationNameJOTSE: Journal of Technology and Science Education
local.citation.volume10
local.citation.number2
local.citation.startingPage306
local.citation.endingPage328


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