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Adv. Princ Act 2

The study aimed to identify tools that can be integrated into problem-based learning (PBL) tutor training. An interactive online tool was developed and case studies were used. The tool was well-accepted and improved tutors' self-efficacy and appreciation of PBL. The conclusion is that the online tool can be successfully integrated into PBL tutor training.

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Jeran Angel Facal
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32 views2 pages

Adv. Princ Act 2

The study aimed to identify tools that can be integrated into problem-based learning (PBL) tutor training. An interactive online tool was developed and case studies were used. The tool was well-accepted and improved tutors' self-efficacy and appreciation of PBL. The conclusion is that the online tool can be successfully integrated into PBL tutor training.

Uploaded by

Jeran Angel Facal
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Advanced Principles and Methods of Teaching

Jeran Angel P. Facal


Master of Arts in Teaching

1. What is the research problem?


The research would like to identify what are the tools that can be integrated into
PBL (problem-based learning) tutor learning.

2. What methods were used to answer the research problem?


The use of case studies or case stories were used to answer the research
problem.

3. Discuss two important results of the study?


The two important results of the study are the following:

1. The interactive online tool for PBL tutor training was well-accepted.
2. The entire training, which comprised PBL self-experience and video clips as
integral elements, improved tutor’s self-efficacy with respect to dealing with
problematic situations and significantly increased appreciation of PBL as a
method.

4. What conclusion is derived from this study?

The interactive online tool for PBL is well-accepted and can be successfully
integrated into PBL tutor-training.

5. Discuss one implication of this study.

Schools nationwide ask the same question: how do we embrace the changes
and challenges of 21st century learning? School administrators, particularly the
School Head, understands that the school is affected by the fact that change is a
constant occurrence in the world that leads to diverse and various effects in our
lives as humans. The demands of the 21st century require teaching personnel to
adapt and empower themselves with essential traits and skills to cope with the
changes and bridge the gap between them and the students. Learners, today are
faced with an ever-evolving society that requires them to become efficient and
enduring in identifying life issues, coming up with solutions, implementing those
solutions, and evaluating their effectiveness.

Problem-based learning (PBL) is a student-centered approach in which students


learn about a subject by working in groups to solve an open-ended problem. This
problem is what drives the motivation and the learning. The goals of PBL include
helping students develop 1) flexible knowledge, 2) effective problem-solving
skills, 3) self-directed learning skills, 4) effective collaboration skills, and 5)
intrinsic motivation. PBL as a pedagogical strategy appeals to many educators
because it offers an instructional framework that supports active and group
learning—premised on the belief that effective learning takes place when
students both construct and co-construct ideas through social interactions and
self-directed learning. Its implementation can vary across institutions and
programmes, but in general, it can be viewed as an iterative process made up of
first, a problem analysis phase, a period of self-directed learning and lastly, a
reporting phase. A tutor—also known as a facilitator—acts as a guide to scaffold
students’ learning, particularly in the problem analysis and reporting components
of the PBL tutorial, as well as facilitate students’ inquiry paths as they make
sense of their ideas through discussion and sharing.

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