Enhancing the Learning Performance of Passive Learners in a Financial Management Class Using Problem-Based Learning

Autor/inn/en	Sugeng, Bambang; Suryani, Ani Wilujeng
Titel	Enhancing the Learning Performance of Passive Learners in a Financial Management Class Using Problem-Based Learning
Quelle	In: Journal of University Teaching and Learning Practice, 17 (2020) 1, Artikel 5 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-9789
Schlagwörter	Problem Based Learning; Instructional Effectiveness; Thinking Skills; Lecture Method; Self Management; Critical Thinking; Student Centered Learning; Accounting; Skill Development; Student Attitudes; Undergraduate Students; Authentic Learning; Learning Processes; Foreign Countries; Indonesia + Suchen Sie Ihr Suchwort? Problem-based learning; Problemorientiertes Lernen; Unterrichtserfolg; Denkfähigkeit; Selbstmanagement; Kritisches Denken; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Abrechnung; Buchführung; Buchhaltung; Kompetenzentwicklung; Qualifikationsentwicklung; Schülerverhalten; Learning process; Lernprozess; Ausland; Indonesien
Abstract	This study aims to implement a problem-based learning method and investigate how this method enhances students' learning performance, specifically in self-regulated learning and higher-order thinking skills for a Financial Management class, involving highly passive learners. The study adopted mixed methods, quasi-experimentally, by comparing a problem-based learning method with a conventional method, i.e. lecture-based learning. The results indicate that, alongside obtaining positive acceptance from the class, problem-based learning outperforms the conventional method by enhancing both students' self-regulated learning and their higher-order thinking skills, although it lagged behind in maintaining students' lower-order thinking skills. Future research into problem-based learning implementation in a similar learning context to this study should incorporate some adjustments, such as a more efficient curriculum design and a lower level of problem-based learning to ensure as many participants as possible, including slow learners, benefit optimally from learning through problem-based learning methods. (As Provided).
Anmerkungen	University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: http://ro.uow.edu.au/jutlp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01