PROBLEM-BASED LEARNING AND PROJECT-BASED LEARNING

NATURE OF PROBLEM-BASED LEARNING

Problem-based learning is an approach that involves a process of inquiry and solving open-ended
questions that serve as the main problem that the learners will work on. The type of questions posited is
focused on a specific content standard and its application to real life issues. It also requires more than one
answer or solution. Learners are engaged in a collaborative task as they work towards the solution to the
problem. This learning activity is done in small groups with each member assigned a certain task to
accomplish. In the process of engaging in PBL, they learn several skills such as problem-solving,
communicating, research, among others which are essential in the workplace. The end goal of PBL is to
ensure that the target the learning competencies are achieved in the process.
Ali (2019) described PBL as a process that is used to identify problems with a scenario to increase
the knowledge and understanding. In her research article, she proposed the following five principles of PBL
that can be considered by teachers in planning or using the approach:
1. Independent and self-directed learning
2. Learning happens in a group and teacher is a facilitator.
3. All groups have to participate equally.
4. Students' learn about motivation, teamwork, problem-solving and engagement with the task.
5. Materials such as data, photographs, articles, can be used to solve the problem. (p. 73)
Lo (2009, p. 208) proposed a six-stage process that was used in the adoption of the online PBL:
1. Identifying the problem - current issues that do not have just one answer or one definite solution;
2. Brainstorming - generate ideas; tackle the problem through self-directed questioning; arouse
students' intrinsic motivation;
3. Collecting and analyzing the information - assigning group members to collect information;
posting what they found and what they learned; collaborative collection of useful information;
4. Synthesizing information - solving the problem through relevant data synthesized; knowledge
building;
5. Co-building knowledge - presentation of the solution to the learning problem/ issue; and
6. Refining the outcomes - giving of feedback and suggestions by the instructor to help students
improve; learning from another group's presentation.
BENEFITS OF PROBLEM-BASED LEARNING
Several studies have revealed positive impacts of PBL on learners as they engage in the process.
Among these are the following:
In the work of Schettino (2016), PBL in teaching mathematics, group work values all voices and
that a mathematics classroom environment becomes open and safe. Accordingly, the mathematics
learners are able to make solution methods that might be connected to other problems. In addition, the
research prompts the importance of PBL in checking student communication through feedback on their
presentation, questioning skills, metacognitive journaling to reflect on their errors, and thought processes.
In the study of O'Brien, Wallach, & Mash-Duncan (2011), they proposed that teaching
mathematics should not be taught merely as solving word problems (computational exercises couched in
words) but solve problems outside a math classroom - the essence of PBL. Also, according to the research,
the heart of PBL is collaborative work that will help students devise and solve problems involving
conceptually complex materials. PBL promotes personal construction of knowledge where students engage
in interesting tasks, problems, and investigations.
 The study of Kim, Belland, & Walker (2018) discussed that PBL is a leaner-centered approach that
aims to improve students' content knowledge and problem-solving skills using authentic problems. Also,
students are able to do self-reflection by identifying the needed skills and knowledge in solving problems
they encounter. According to Inel & Balim (2010), PBL allows students to construct their own learning
through group activities to solve real-life problems presented as scenario-based problems. In addition, PBL
has proven to help teachers effectively teach science and technology and to improve students' level of
concept construction for them to adapt to the changing world.
ROLE OF TECHNOLOGY
How is technology integrated in the PBL activity? As the learners embark on an open-ended
question collaboratively, there are a number of free online tools that they can use from the commencement
of the task to its completion especially that some of the group tasks will be done outside the regular class
hours. These online tools will allow the learners to be actively connected and engaged in the group task
while monitoring their own contributions. The teacher acting as facilitator may also have the opportunity to
peep into the activities of each learner thereby enabling them to give feedback at any stage of the PBL
activity. Bower, Hedberg and Kuswara (2010) stresses that technology is simply the mediator for
collaboration and representation and that it is the type of task and thinking processes in which students
engage that determines the quality of learning. (p. 181)
The WWW has affordances for PBL that can be utilized by the learners to accomplish their tasks.
Web 2.0 technologies are characterized by collaboration, sharing and networking. These may facilitate and
enhance PBL activities (Tambouris et al, 2012) in its different stages. In the study of Tarrant (2018), using
Web 2.0 is effective in helping students in health sciences to bridge the gap between theory and practice.
Also, according to Holmes & Dubinsky (2009), Web 2.0 tools facilitate creativity, collaboration, and
sharing of research results among users. According to Schettino (2016), PBL in mathematics classrooms
promotes the use of technology in the process of problem solving for the students to become more
independent and aware of the various mathematical resources they can utilize.
Productivity tools such as those for writing, presentations, spreadsheets, calendars, organizers,
citations and others are also available to assist learners and teachers in accomplishing required tasks and
outputs from a PBL activity. There are free tools that can be downloaded for mobile phones, laptops, or
desktops. Before using or recommending these tools to learners, it is important that teachers take note or
try out the tools first to be familiar with the most appropriate tool for the PBL activity.
When using PBL, the learning competencies must be the primary consideration together with the
content and performance standards before the technology integration. As soon as these are in place, the
statement of learning outcomes in the learning plan must be stated in behavioral and measurable terms.
PBL is about developing higher order thinking skills; therefore, the taxonomy of objectives should be
utilized to ensure that you are targeting the required outcomes. Consider using the revised Bloom's
taxonomy by Anderson and Krathwohl (2011) in creating your learning outcomes.
NATURE OF PROJECT-BASED LEARNING/APPROACH
Project-based learning is an approach but has evolved as a teaching method that engages learners
in a series of planned tasks resulting to the generation of solutions to real-world problems. It is a student-
centered approach as it takes into account the realm of experiences and interest of students. This method
is based on John Dewey's principle of learning by doing and Vygotsky's constructivist theory of learning
that advocates social construction of knowledge. PrBL/ PBA is a collaborative learning activity where
learners work on an authentic task guided by an open-ended question. Each member has an assigned role
that will contribute to the solution of the problem that was identified which reflects the real issues in their
community or the world at large.
Past and more recent researches have proven PrBL to be beneficial in the development of various
skills such as:

1. Research methodology skills (Tiwari, Arya, & Bansal, 2017).

 Using student feedback questionnaire given to 99 students, it was revealed that students were
enhanced in their knowledge of the topic taken, searching review for the topic, improved communication
skills, data collection skills, and analytical and presentation skills when PrBL was used as component in
research methodology. The teachers' perception also agreed that there was 100% enhancement of
knowledge on the various components of research methodology, update of the knowledge on a particular
topic, and increase in interaction with students.
2. Critical thinking skills (Nargundkar, Samaddar, & Mukhopadhyay, 2019).
The researchers investigated how PrBL advances the critical thinking skills of students. To solve real-
life problems, students are expected to use the knowledge they had constructed, to think deeply about the
issue, consider evidence for or against a proposed solution, and apply reasoning skills and logical inquiry to
come up with the best solution or conclusion.
3. Development of life skills (Wurdinger & Qureshi, 2015).
The study employed mixed method to examine the development of life skills through PrBL. Their
findings revealed that after taking the PBL course, there was a significant difference in the mean scores for
the following life skills: responsibility, problem solving, self-direction, communication, and creativity skills. It
was concluded that PrBL indeed promotes further development of life skills.

The Differences

The difference between problem-based learning and project-based learning is that

students who complete problem-based learning often share the outcomes and jointly set
the learning goals and outcomes with the teacher. On the other hand, project-based
learning is an approach where the goals are set. It is also quite structured in the way that
the teaching occurs.

Project-based learning is often multidisciplinary and longer, whereas problem

based learning is more likely to be a single subject and shorter. Generally, project-based
learning follows general steps while problem-based learning provides specific steps.
Importantly, project-based learning often involves authentic tasks that solve real-world
problems while problem-based learning uses scenarios and cases that are perhaps less
related to real life (Larmer, 2014).

In conclusion, it is probably the importance of conducting active learning with

students that is worthy and not the actual name of the task. Both problem-based and
project-based learning have their place in today’s classroom and can promote 21st
Century learning.