Impact of Problem-Based Learning on Academic Performance: Comparison be-tween Systems Engineering and Nursing
DOI:
https://doi.org/10.63728/riisds.v10i1.56Keywords:
Problem Based Learning, Academic performance, University disciplines, Practical skills, Adaptive methodologyAbstract
This study compares the impact of Problem-Based Learning (PBL) on the academic performance of students in different university disciplines, specifically in systems engineering and nursing, based on the studies by Alejos (2017) and Lujan (2018). While in the context of engineering programming PBL did not show significant improvements in performance, in the specialty of geriatrics for nursing students notable increases in grades and a positive perception of learning were observed. This contrast suggests that PBL might be more effective in areas where hands-on learning and collaboration are essential, such as in health sciences. The findings indicate that the PBL methodology promotes the acquisition of practical and teamwork skills, relevant characteristics in health training. On the other hand, in technical and structured disciplines, such as programming, a pedagogical approach that combines elements of PBL with traditional methods seems to be required to better respond to the sequential and logical nature of the subject. In conclusion, PBL is valuable in specific contexts and must be adapted to the disciplinary profile and needs of each area of study.
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