Developing Critical Thinking through Problem-Based Learning Approach: An Empirical Study among Interdisciplinary Students

Developing Critical Thinking through Problem-Based Learning Approach: An Empirical Study among Interdisciplinary Students

Registration ID: IJNRD_222964

Published ID: IJNRD2406014

DOI: Click Here to Get

Le Quang Dung

Key words: problem-based learning, facilitator guidance, collaborative learning, Problem complexity and relevance, Self-directed learning, Application of knowledge

This study investigates the perceptions of Problem-Based Learning (PrBL) components among university students across different majors and years of study. A sample of 218 students from diverse academic backgrounds participated in the study, providing insights into their perspectives on problem complexity, collaborative learning environment, facilitator guidance, self-directed learning, and application of knowledge within the PrBL framework. Findings reveal nuanced variations in perceptions across majors, with healthcare students prioritizing facilitator guidance, engineering students emphasizing collaborative learning, economic students valuing problem complexity and self-directed learning, and language students focusing on problem complexity and application of knowledge. Furthermore, significant differences emerge in perceptions across years of study, with first-year students relying heavily on facilitator guidance, while higher-year students prioritize collaborative learning and self-directed learning, particularly in later years of study and graduate levels. These findings underscore the importance of tailoring PBL experiences to meet the diverse needs and expectations of students across disciplines and academic progression. By understanding and responding to these evolving perspectives, educators and curriculum designers can enhance the effectiveness of PBL pedagogy in promoting student engagement, critical thinking, and learning outcomes in higher education.

Published Paper   E-Certificate

"Developing Critical Thinking through Problem-Based Learning Approach: An Empirical Study among Interdisciplinary Students", IJNRD - INTERNATIONAL JOURNAL OF NOVEL RESEARCH AND DEVELOPMENT (www.IJNRD.org), ISSN:2456-4184, Vol.9, Issue 6, page no.a145-a152, June-2024, Available :https://ijnrd.org/papers/IJNRD2406014.pdf

Volume 9 Issue 6, June-2024

Pages : a145-a152

Paper Reg. ID: IJNRD_222964

Published Paper Id: IJNRD2406014

Downloads: 000121166

Research Area: Social Science and Humanities 

Country: Cau Giay District, Hanoi, Viet Nam

Published Paper PDF: https://ijnrd.org/papers/IJNRD2406014.pdf

Published Paper URL: https://ijnrd.org/viewpaperforall?paper=IJNRD2406014

Journal Name: INTERNATIONAL JOURNAL OF NOVEL RESEARCH AND DEVELOPMENT(IJNRD)

ISSN: 2456-4184 | IMPACT FACTOR: 8.76 Calculated By Google Scholar | ESTD YEAR: 2016

An International Scholarly Open Access Journal, Peer-Reviewed, Refereed Journal Impact Factor 8.76 Calculate by Google Scholar and Semantic Scholar | AI-Powered Research Tool, Multidisciplinary, Monthly, Multilanguage Journal Indexing in All Major Database & Metadata, Citation Generator

Publisher: IJNRD (IJ Publication) Janvi Wave

This work is licensed under a Creative Commons Attribution 4.0 International License and The Open Definition

Call For Paper - Volume 10 | Issue 8 | August 2025

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INTERNATIONAL JOURNAL OF NOVEL RESEARCH AND DEVELOPMENT (IJNRD) aims to explore advances in research pertaining to applied, theoretical and experimental Technological studies. The goal is to promote scientific information interchange between researchers, developers, engineers, students, and practitioners working in and around the world. IJNRD will provide an opportunity for practitioners and educators of engineering field to exchange research evidence, models of best practice and innovative ideas.

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Current Issue: Volume 10 | Issue 8

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Journal Type: International Peer-reviewed, Refereed, and Open Access Journal.

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