An Analysis of Problem-Based Learning vs. Traditional Teaching among Students in Azerbaijan
Objective: Our goal was to analyze the effects of implementing problem-based learning (PBL) at the Azerbaijan University of Architecture and Construction. Method: We compared students that attended lectures and tutorials using PBL and students that attended lectures and tutorials using traditional t...
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| Format: | Article |
| Language: | English |
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MDPI AG
2023-11-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/13/12/1167 |
| _version_ | 1797381322815045632 |
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| author | Ulkar Sattarova Jelena Arsenijevic Wim Groot |
| author_facet | Ulkar Sattarova Jelena Arsenijevic Wim Groot |
| author_sort | Ulkar Sattarova |
| collection | DOAJ |
| description | Objective: Our goal was to analyze the effects of implementing problem-based learning (PBL) at the Azerbaijan University of Architecture and Construction. Method: We compared students that attended lectures and tutorials using PBL and students that attended lectures and tutorials using traditional teaching methods. In total, 737 students (intervention group) participated in PBL and 2201 in non-PBL (Control group A and Control group B) at the university. Descriptive statistics and a statistical Kruskal–Wallis test were used to analyze the data and determine whether groups could be compared. We used propensity score matching to make groups comparable and analyzed the differences between groups. Results: The results of the statistical analysis and descriptive statistical characteristics for the unmatched samples are presented in this paper. We also present the differences between the PBL group and two non-PBL groups based on the unmatched samples. All calculations were performed on one outcome measure: the final scores of students. The results show that even within a short period of time (one semester or academic year), applying PBL can have promising effects, although these effects are generally not statistically significant. However, after matching, the differences between the PBL and non-PBL groups were significant. Discussion and conclusions: Even a preliminary and limited introduction of PBL appears to have promising impacts on learning outcomes, as demonstrated by students’ final scores on subjects that were taught using the PBL approach. The results suggest that post-Soviet countries with education traditions that differ from Western ones can benefit from PBL. It is advised to prolong the implementation of PBL and advocate for wider dissemination of this method in Azerbaijan and elsewhere in post-Soviet countries. |
| first_indexed | 2024-03-08T20:50:44Z |
| format | Article |
| id | doaj.art-6a4059c2dc5247dca5a3b870e232085b |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-03-08T20:50:44Z |
| publishDate | 2023-11-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-6a4059c2dc5247dca5a3b870e232085b2023-12-22T14:04:18ZengMDPI AGEducation Sciences2227-71022023-11-011312116710.3390/educsci13121167An Analysis of Problem-Based Learning vs. Traditional Teaching among Students in AzerbaijanUlkar Sattarova0Jelena Arsenijevic1Wim Groot2Maastricht Graduate School of Governance, United Nations University-MERIT/Maastricht University, 6200 Maastricht, The NetherlandsFaculty of Law, Economics and Governance, Utrecht University, 3508 Utrecht, The NetherlandsMaastricht Graduate School of Governance, United Nations University-MERIT/Maastricht University, 6200 Maastricht, The NetherlandsObjective: Our goal was to analyze the effects of implementing problem-based learning (PBL) at the Azerbaijan University of Architecture and Construction. Method: We compared students that attended lectures and tutorials using PBL and students that attended lectures and tutorials using traditional teaching methods. In total, 737 students (intervention group) participated in PBL and 2201 in non-PBL (Control group A and Control group B) at the university. Descriptive statistics and a statistical Kruskal–Wallis test were used to analyze the data and determine whether groups could be compared. We used propensity score matching to make groups comparable and analyzed the differences between groups. Results: The results of the statistical analysis and descriptive statistical characteristics for the unmatched samples are presented in this paper. We also present the differences between the PBL group and two non-PBL groups based on the unmatched samples. All calculations were performed on one outcome measure: the final scores of students. The results show that even within a short period of time (one semester or academic year), applying PBL can have promising effects, although these effects are generally not statistically significant. However, after matching, the differences between the PBL and non-PBL groups were significant. Discussion and conclusions: Even a preliminary and limited introduction of PBL appears to have promising impacts on learning outcomes, as demonstrated by students’ final scores on subjects that were taught using the PBL approach. The results suggest that post-Soviet countries with education traditions that differ from Western ones can benefit from PBL. It is advised to prolong the implementation of PBL and advocate for wider dissemination of this method in Azerbaijan and elsewhere in post-Soviet countries.https://www.mdpi.com/2227-7102/13/12/1167higher educationuniversityanalysis of effectivenessproblem-based learningPBLpost-Soviet education system |
| spellingShingle | Ulkar Sattarova Jelena Arsenijevic Wim Groot An Analysis of Problem-Based Learning vs. Traditional Teaching among Students in Azerbaijan Education Sciences higher education university analysis of effectiveness problem-based learning PBL post-Soviet education system |
| title | An Analysis of Problem-Based Learning vs. Traditional Teaching among Students in Azerbaijan |
| title_full | An Analysis of Problem-Based Learning vs. Traditional Teaching among Students in Azerbaijan |
| title_fullStr | An Analysis of Problem-Based Learning vs. Traditional Teaching among Students in Azerbaijan |
| title_full_unstemmed | An Analysis of Problem-Based Learning vs. Traditional Teaching among Students in Azerbaijan |
| title_short | An Analysis of Problem-Based Learning vs. Traditional Teaching among Students in Azerbaijan |
| title_sort | analysis of problem based learning vs traditional teaching among students in azerbaijan |
| topic | higher education university analysis of effectiveness problem-based learning PBL post-Soviet education system |
| url | https://www.mdpi.com/2227-7102/13/12/1167 |
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