Use of problem-based learning to enhance student learning and classroom participation in an introductory computer language programming course

Abstract

This research focused on studying the impact of using problem-based learning (PBL) in an introductory computer language programming course at Chiang Mai University, Thailand. This research employed both quantitative and qualitative research methodologies to evaluate and compare the two different teaching methods: Traditional lecture based method and PBL method. The data collection included student learning outcomes as measured by student quiz scores, instructor interview, and student focus group. Initial results of this study provided empirical data that although the student quiz scores between the two methods were not significantly different, qualitative comments revealed positive aspects of PBL. Results from student focus group and instructor interview indicated that the PBL increased the level of student participation. However, PBL class was more time consuming.