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

Yung-Chuan Lee
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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.

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首次参与问题式学习的学生学习成果的变化:财务管理课程案例研究
本研究旨在探讨首次参加基于问题的学习(PBL)的学生如何提高学习成绩。实证结果表明,与传统的讲授法相比,学习成绩和出勤率较高的学生通过基于问题的学习(PBL)显著提高了批判性思维和解决问题的能力。然而,与传统讲授法相比,PBL 对学习成绩或出勤率较低的学生的效果较差,这凸显了学生特点对 PBL 成果的影响。辅导教师应重点关注学习成绩或出勤率较低的学生,鼓励他们积极参与,以提高整体学习效果。路径模型分析结果显示,辅导员的表现对学习过程以及批判性思维和解决问题能力的发展都有显著影响。自主学习极大地影响了批判性思维,而辅导小组的功能则极大地影响了解决问题的能力。这些发现强调了辅导教师的表现对提高初学 PBL 的学生的学习成果的重要性。因此,教育机构应投资于 PBL 教学研讨会,以提高辅导员的绩效,最终改善学生的学习成果。
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