Abstract:

The aim of this work is to compare the effectiveness of the Problem-Based Learning (PBL) methodology compared to the traditional teaching method. PBL is an active methodology based on the use of real problems as a central axis to promote the learning of concepts and principles by students. Through this methodology, students can develop their skills focused on the current social and work reality, in which quality learning prevails, based on meaningful and cooperative learning among students, providing them with basic tools for their educational and personal development.

The comparison of these two methodologies was carried out in two groups of 4th year of Compulsory Secondary Education, specifically in the domestic economics block. In one group the PBL methodology was applied and in the other the traditional method, to compare the results of both groups and to verify, whether applying the PBL method enhances the competences developed by the students.

During the development of the sessions, we observed positive aspects in this active learning methodology; students were more motivated, learned to work in groups and showed more interest in the subject. Likewise, the evolution of the PBL group exceeded the control group. However, it has not been possible to demonstrate the effectiveness of the PBL, due to the small sample size and the short period of time in which the experiment was carried out. In addition, different limitations were also found; the students didn’t know how to work independently or as a team, sometimes they became frustrated when they didn’t know the answer immediately and there were found problems with the educational centre’s ICT resources.

Keywords:

Problem-Based learning, active methodology, experimental study, domestic economics block.