Problem based learning for the second year students in the Bachelor program of Community Public health, Sirindhorn College of Public Health, Khon Kaen Province

Abstract

             This research was the Classroom Action Research (CAR) using problem-based learning (PBL). The purposes of this study were: 1) to investigate the achievement of Nutrition subject  by using PBL for the second  year students in the Bachelor program of  Community Public Health, and 2) to examine instructors and students’ opinions when using PBL in the classroom. Step of PBL included: Phase1 (step1-clarify terms and concepts , step2-define the problem, step3- analyze the problem, step4 - draw a systematic inventory of the explanations inferred from step3 and step5 - formulate learning objectives; Phase2 (step6-collect additional information outside the group) and Phase3 (step7- synthesize and test the newly acquired information). The content validity of measurement instrument was between 0.67 to 1.00 and the reliability represented by Cronbach’s alpha coefficient was 0.83. The quantitative data were analyzed by using frequency, percentage, mean, standard deviation and independent t-test whereas the qualitative data were analyzed by using content analysis.

          The result showed that the mean achievement score in Nutrition subject was 78.92 (SD= 3.90). The mean score of PBL class was more than the conventional learning class at 5.28 (95% CI of Mean difference was between 3.59 and 6.97 of the scores). The instructors and students’ opinions towards PBL, in general, was in a high level ( =3.72, SD=0.81 and =3.85, SD=0.80 respectively). The instructors’ opinions towards participation as a group and learner’s behavior were at a high level ( =4.30, SD=0.73 and =4.27, SD=0.71, respectively). From the instructors’ point of view, it was reported that PBL was the reinforcement for learners as in building new knowledge from the problems facing in real life situations, learning by themselves, learning and working as a team, exchanging knowledge and being confident in a discussion group. As for the students’ views, it created teamwork among the students, participation in solving the problems, unity and democracy, communication skills and solving the conflicts. Moreover, students leant to be more enthusiastic, responsible and open-minded. Additionally, it led the students to be critical, synthetic, creative and reasonable; the students also learned with understanding and memorized more ideas and contents.