A Comparative Study of the Effect of Problem Based Learning and Traditional Learning Approaches on Students' Knowledge Acquisition

This paper investigates the effect of Problem Based Learning (PBL) compared to conventional approach, on students' knowledge acquisition, specific to concepts, principles, and procedures. This study employed an experiment, a pre-test, and a post-test, with control group designs. Participants comprised 53 first semester electrical engineering undergraduate students, who are attending the Electrical Technology (ET101) module. Participants completed a set of pre-test and a set of post-test multiple choice questions, covering a two-unit syllabus after ten weeks of treatment. Results suggested that student within the PBL group outperformed their counterparts in knowledge acquisition of principles and procedures. However, students using the conventional approach performed much better in knowledge acquisition of concepts. In terms of the whole structure of concepts, principles, and procedures, PBL enhanced students' knowledge acquisition in the electrical engineering course, compared to the use of conventional approach. This study also discusses the implication of PBL within engineering education.