Problem Based Learning

Challenges in rural education and how to bridge the gap

- Role of PBL in Rural Education

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Presented by:- Er. Jagroop Singh

Principal Mehr

Chand Polytechnic College ,Jalandhar (Punjab) E-mail : [email protected]

L E A R N I N G

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Global Conference -2013, Baru sahib (H.P)

PBL

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PBL

Mehr ChandPolytechnicCollege

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PBL

Engaging Polytechnic Students from rural areas with Problem

Based Learning in Civil Engineering Courses

Tell me, I will forget Show me, I may remember

Involve me, I will understand

Step back and I will act

………A Famous Proverb4

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PBL

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PBL

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PBL

DALE’s Learning Model- Edgar Dale (US Educationist)- Popular model for how we retain information(1946)

Hearing (5%)

Reading (10%)Audio Visual (20%)

Demonstration (30%)Group Discussion (50%)

Practice By Doing (75%)Teaching Others or Immediate

Application of Learning (90%)

Dale’s Cone of Experience Dale’s Cone of Experience

What is PBL ??A Student learns by itself A Teacher acts as facilitatorA Team effort(Collaborative learning)

is necessary for Problem Analysis

Field Insights Resource Development

Peer Discussion Final Solution

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L E A R N I N G

PBL

PBL CYCLE

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The Situation (Problem) Proble

m Analys

is

Field Insights

Resource Developmen

t

Group Findings

Peer Discussi

on

Final Solutio

n

PBL - CYCLE

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PBL

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L E A R N I N G PBL

MODELFacilitator presents new challenge or Problem

Groups Discuss issues and present their viewpoints in class forum about the problem

Brief introduction to subject by facilitator but matter insufficient to solve problem

Start

Facilitator presents One /multiplesolutions

Certain common issuesor problems arrived duringdiscussion noted

Group discussionCarried out onVarious alternativesolutions

Learning by researchThrough web,Journals and expertinteraction

Each group presentsSolution to the problemIn class

PBL MODEL

PBL

Historical Background

Socrates Philosophy Old Gurukul Culture Mc Master University Canada (1969) (For Medical Students) Netherlands, Australia, U.S Concept started in non-medical & Engg.

disciplines. Spain, Denmark, Malaysia, Singapore. Globally accepted concept of Teaching

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L E A R N I N G

PBL

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Why PBL ???You are never quite sure what is going to happen,

But attendance is 100% - Barbara Duch (U.S.A)Motivational learningIntegrated holistic approachLeads to deep learning (Critical & Creative thinking)Promotes development of key skills(Versatile Communication)Effective Collaboration

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PBL

Solid Foundation for lifelong learning Students feel a sense of ownership with PBL

Employers are seeking engineers : Who know how to learn (Self directed learning) Who know how to tackle field problems

Who possess key/transferable skills

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Why PBL in Engineering ?

Communication

Information SeekingCreativeGroup

WorkingPresentation

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L E A R N I N G

Note : There is no dearth of employment in India but the real problem lies in poor employability skills of engineers

PBL

Field Oriented Projects suitable for rural students

More Practical Work Demand of companies for creative engineers.

Easier to design real life problems.

Fun Based Learning Learning during non-contact hours is possible.

Successful Feedback.

Why PBL for Rural Students ??? R O B L E MB A S E D

L E A R N I N G

PBL

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PBL

PBL – A Wonder Tool for BelowAverage

A(Below Average Students)

- Find difficult to understand

Unable to Score good Low performing group Back Bencher’s & usual Absentees

Under Performers with novice teachers.

In PBL High Performing students help A by pairing them up.

Unique format for A –Each one has role to play.

Performance does not depend on novice teachers.

Results effective with experienced peer.

Collaborative learning -- Beneficial for high and low performing students

-- Greater Benefits for low performing group

No one can do everything but every one can do something

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-

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How does PBL Work ?(PBL PROCESS)

Small groups (4-6) work with PBL facilitator

who presents problemGroups meet twice a week (2—2.5 hrs)

Students identify main issues and formulate

questionsStudents search/share/evaluate resources

Each group propose solutionPeer Discussion and evaluationTeachers do final evaluation

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L E A R N I N G

PBL

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Traditional Tutorial

“Tutor ”

“Students”

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PBL

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PBL Tutorial

“Tutor ”

“Students”

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PBL

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TRIGGERS /AIDS

On line discussion forum(www. pblcivilmcp.com)Library resources.InternetAssistant facilitators.Peer discussion.Field / Market SurveyPrevious Available Data/ Video Films etc.

PBL

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PBL PROBLEMS

Motivate students learning through real world

Relevance.Pose open ended initial questions.Push students to identify and seek information

Complex enough to promote group effort

in surveyingRequires decision makingHas more than one solution.

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PBL

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Few examples of PBL Problems

Text TypeCouplet TypeExperimental / Analytical TypeGraphical / Pictorial TypeAbsurd Image Type

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PBL

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Disadvantages of PBL

Teachers not trained for PBL.Consumes more time.Large tutorial groups in engineering

Untrained PBL facilitators show exact way to

Solution.Pure PBL process complicated than hybrid

approach .Faculty busy with ‘ traditional’ curriculum

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PBL

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SAMPLE STUDY - 1SAMPLE BASE (360 @60 students / subject/teacher *3 subjects *2 teachers)

Treatment Group PBL

(30 Students)

Control Group SCL

(30 Students)

A (2)

A (2)

A (2)

+

-

A (2)

A (2)

A (2)

+

-

A (2)

A (2)

A (2)

+

-

A (2)

A (2)

A (2)

+

-

A (2)

A (2)

A (2)

+

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R U U U U UR R R R

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5x6

A+

(10)A

(10)A

(10)

-

R U R U R U

PBL

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SAMPLE STUDY - 2SAMPLE BASE

(60)

Treatment Group -PBL (30 )

Control Group –SCL(30)

A (2)

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A-

(10)

A (2)

- A (2)

- A (2)

- A (2)

-

PBL

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TOOLS USED ?? R O B L E MB A S E D

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Lecture Plan and Lab PlanTechnical Problems (TP’s)Web page (www.pblcivilmcp.com)Pre Test (Individual and Group) scores and

Post Academic record (PAR)Assignment cum Tutorial Sheets (ATS’s)

Group Embedded Figure Test (GEFT)End Semester knowledge TestEnd Semester Field skill or project test

Comparison of State Board Examination results

Peer Evaluation form

PBL

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ASSESSMENT MODEL?? R O B L E MB A S E D

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Group submissionOf the courseProblems- appropriate format ,approach & solution

Pre test and Post study Test Score – Individual work & performance

ASSESSMENT

Peer Assessment-contribution of group performance judged by all team members

Portfolio of setwork and group reflections- Group performance in Tests

Communication log- Individual participation to team effort

PBL

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Lecture Plan of Concrete Technology For PBL and SCL ?

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Sr. No.

Topic (Broad) No. of min hrs(SCL)

Approx. Date

PBL ATS

1. a) Introduction

b) Ingredients of concrete

8 16th Jan. to 28th Jan

TP1 ATS1

2. a) Water cement ratio

b) Workability

6 30th Jan to 11th Feb

TP2 ATS2

3. a) Properties of concrete

8 13th Feb. to 22nd Feb

HYBRID

MID SEMESTER TEST1(23RD Feb – 27th Feb)4. a) Properties

of Normal Concrete

b) Introduction to Admixtures

9 28th Feb. to 17th March

TP3 ATS3

5. a) Special Concretes

6 15th March to 24th March

TP4

PBL

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MID SEMESTER TEST2 (27th Feb – 30th Feb)6. a) Concreting

Opeartions12 2nd April to 21st

April (Hybrid)

ATS4

7. a) Non destruction Test

1 23rd April to 27th April

TP5

MID SEMESTER TEST 3 (optional / Revision (30th April to 5th May)

END SEMESTER KNOWLEDGE TEST AND SKILL TEST

PBL

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PTS PST0

10

20

30

40

50

60

7050

64

5061

PBL - SCL Comparison

PBLSCL

PTS : Pre Test ScorePST : Post Study Test

% age marks

RESULTS / DISCUSSION-IPBL

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PTSPST

0

10

20

30

40

50

60

70

80

5064

52

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PBL - SCL Comparison

PBL (I)

% age marks

RESULTS / DISCUSSIONS-IIPBL

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RESULTS / DISCUSSIONS-III

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1 2 3 4 5 6 7 8 9 100

102030405060708090

100

72 74 7882 84 86

90 90 88 86

72 74 73 76 75 74 69 70 71 74

Class Attendance (Second Trimester)

PBLSCL

% age Attendacne

WEEKS

RESULTS / DISCUSSIONS-IVPBL

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L E A R N I N G RESULTS / DISCUSSIONS-V

State Board Results (End Semester Final Exams)

Average overall

Below Average Student

Practical & Viva Voce

0

20

40

60

80

100

7261

92

7056.5

83

PBLSCL

(A )-

%%

%%

%

%

PBL

Rural-Urban Differential

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11 16 21 26 310

1

2

3

4

5

6

7

8

Smoo

thed

Fre

quen

cy

Mid Point

Frequency Polygon of Gain achievement scores for R.B. Sample

Rural-Urban Differential

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10 15 20 250123456789

10

Smoo

thed

Fre

quen

cy

Mid Point

Frequency polygon of Gain Achievement scores for UB Sample

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S. No.

Characteristics

R.B. U.B. Remarks

1 N 30 30 No Significant difference in achievement in

CT, SFE and ERBC of Rural and Urban Boys , if PBL

mode of teaching is adopted

2 Mean 18.90

18.33

3 Median 18.00

18.00

4 S.D. 7.137

6.083

5 Sk 0.423

0.224

6 Ku (-ve)0.760

(-ve)1.003

Rural – Urban Differential (Descriptive Statistics)

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Conclusion :PBL – A fun learning technique for rural students.

Problems serve as content and the stimulifor knowledge building and critical thinking.

Suitable for implementation in Engg. field.PBL improves communication and problemSolving skills.PBL develops other desirable attributes like

team work , independent responsibility for learning , sharing information & respect for others.

PBL improves general attendance.PBL improves academic performance for belowAverage group.

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PBL

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PBL