Abstract:

Team-based problem learning (TBPL) combines collaborative learning and problem-based learning models to promote quality learning, academic performance, interpersonal skills and self-esteem across subject domains within/among different learning age groups. However, it is imperative that we understand students’ perception of TBPL in regard to how it has refined their learning experience: Thus, with a view to improving its operability and developing a framework to implement TBPL in a freshman introductory engineering module.

Therefore, this study provides insight into freshman engineering students’ perception and the degree of acceptance of TBPL approach when incorporated into an introductory engineering course. Moreover, it also explores how TBPL has shaped students’ learning experience in an attempt to develop a framework for its operability. To achieve these goals, we employed phenomenological research design, which entailed non-participant observation and unstructured interviews during the beginning, and towards the end of the semester.

The outcome of this study shows that TBPL elicited perceptions ranging from excitement to anxiety among students at the beginning of the semester while students unanimously agreed at the end of the semester that it enhanced their competencies in communication skills, mastery of knowledge, team working and critical thinking.

Finally, the findings from this study are discussed in an attempt to establish the wider relevance of TBPL in engineering education.

Keywords:

Team-based problem learning (TBPL), communication skills, mastery of knowledge, team working and critical thinking.