Knowledge and Perception of Lecturers regarding ProblemBased Learning as an Educational Approach in College of Health Sciences, Moi University
Journal Title: IOSR Journal of Research & Method in Education (IOSRJRME) - Year 2018, Vol 8, Issue 1
Abstract
Over the last few decades there has been a paradigm shift from teacher-centered to student-centered learning. The teachers have been more of facilitator ensuring learning objectives are met. Problem Based Learning (PBL) is considered one of the most favorable method in Student-Centered learning. From this point of view Moi University adopted the PBL. This study aims to assess the lecturers’ knowledge and perception regarding problem-based learning (PBL). Participants were 65 lecturers in the College of Health Sciences. Self-administered questionnaires were used in data collection. Data analysis done utilizing SPSS 22. The overall response rate was 100 % (N=65), 38% (25) had PBL knowledge at joining program, 34 (52%) viewed program graduates as independent, innovative and creative. While on SPICES model 19 (29%) believe made students lifelong learners and 12 (19%) creates team-work spirit among the students and 75% of the lecturers anticipated to be trained. Also results indicated, lecturers did not prefer mixed method of teaching compared to problem-based learning (PBL) not statistically significant(p<0.05). A medium proportion of lecturers had good knowledge of PBL a high number with favorable attitudes towards PBL. Training courses by the college should be considered for the staff that had not previously been trained using PBL.
Authors and Affiliations
Joseph Kigen Katwa, Ronald Omenge Obwoge, Joice Baliddawa, Laban Ayiri, Robert Kei
Keywords
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- EP ID EP413459
- DOI 10.9790/7388-0801042629.
- Views 61
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