Cooperative Learning Using Problem Based Learning for Engineering Students: Pliancy and Resistance

Abdul Hannan Qureshi


The problem-based learning (PBL) methodologies are considered adequate for core engineering courses. The integration between cooperative learning and PBL methodologies establishes an encouraging environment for the students. However, for effective implementation of PBL and CPBL environment, close supervision of students’ experiences is vital, and deficient areas are to be improved, as PBL is a dynamic process. A study was conducted for the first-year undergraduate engineering class, taught under the PBL environment. The objective of the study was the evaluation of course by the preview of students for highlighting weak domains for future improvements in the PBL methodology. A PBL-Course Experience Questionnaire (CEQ) was developed with 35 items, and responses were collected by the end of the semester. Three different analyses were performed on the collected data. i.e., descriptive statistics and Cronbach’s alpha, Student's t-test, and Pearson chi-square test. The results achieved by the aforementioned tests overall supported the effective adoption of PBL system by the students. However, few areas were highlighted requiring special consideration, such as PBL workload, pressure due to extra course content and assessment opportunities under the PBL system. It was concluded that maximum students considered PBL methodologies convenient and effective for learning than the traditional learning approach.


Engineering education; Quantitative analysis; Transition; Cooperative learning; Small group collaboration


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