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Learning Assignment: Traditional Learning & Problem-Based

Added on - 28 May 2020

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Opinions on Problem Based and Activity Based LearningName of the Student:Name of the University:Author’s Note:
AbstractThis work highlightsabouttraditional learning and problem-based andactivity based learning thereby, determining the opinion on problem-based andactivity based learning. 12 students were surveyed in order to collect data andanalyze the opinion of the students in terms of the effectiveness of problem-basedlearning and activity-based learning.Keywords:activity based learning, problem based learning, traditional learning,problem-based learning types.IntroductionLearning is a continuous process that can hardly be restricted by age,gender and economic status of the individuals. The 20thcentury learning practiceswere confined within classrooms and books that eventually restricted the knowledgeexpansion of the individuals (Savery 2015). However, 21stcentury learning practicehighlights problem based and activity based learning styles that allows theindividuals to dive in the ocean of knowledge without any restriction (Padmavathyand Mareesh 2013). However, people have varied opinions in terms of activity basedand problem based learning, as the practice of learning in classroom is still preferredby some individuals.Background work sectionAs commented by Sangestani and Khatiban (2013), the concept ofproblem-based learning highlights the opportunity of allowing the student to be inthe driver’s seat and find solution to the encountered problems by themselves. As aresult, the students learn from the experiences of solving the problems in smallgroups. However, as argued by Shin and Kim (2013), the concept of activity basedlearning highlights that learning is based on hands-on activities. Thus, activeparticipation of the students helps in better learning, as the students arecomparatively more active. Types of activity-based learning include indoor andoutdoor activities that are further classified into activities such as field trips, drama,field visits and discovery learning.StudyIn order to determine the opinions about problem based and activitylearning, the students were surveyed. The participants of the survey were selected byimplementing random probability sampling technique. This provided an equalopportunity for all the students within the particular population to participate in thesurvey without any biasness. Out of the the entire population, 12 students wereselected as participants for determining the opinion on problem based and opinionbased learning.
ResultsQ1) Please indicate your ageTable 1: AgeOptionsPercentage (%)No. of respondentsTotal number ofrespondents<2016.67%21220-4075%912>408.33%112(Source: As created by Author)Figure 1: Age<2020-40>400.00%10.00%20.00%30.00%40.00%50.00%60.00%70.00%80.00%17%75%8%(Source: As created by Author)Analysis:The above analysis highlighted that 75% of the respondents belonged toage group 20-40 years whereas 16.67% of the respondents were below 20 years.Additionally, 8.33% of the respondents were above 40 years. The maximumparticipation within age group 20-40 helped in gathering better opinion on problem-based learning and activity based learning, as the individuals are the recent ones whohave encountered the difference between the 20thcentury and 21stcentury teachingpractices. Respondent above 40 years were less as they have no or less idea aboutproblem-based and activity based learning.Q2) Please indicate your genderTable 2: GenderOptionsPercentage (%)No. of respondentsTotal number ofrespondentsMale50%612Female41.67%512Prefer not tosay8.33%112(Source: As created by Author)Figure 2: Gender0%10%20%30%40%50%50.00%41.67%8.33%(Source: As created by Author)
Analysis:The above graph highlights that 50% of the participants were malewhereas 41.67% of the respondent comprised of the female gender. However,around 8.33% of the respondent preferred not to reveal their gender identity.Keeping the gender specification hidden hardly affected the survey results, as theiropinion on problem-based learning and activity based learning mattered and nottheir gender specification.Q3) Think about how you learned Mathematics at school (CHOOSE ONE)Table 3: Mathematics learning method at schoolOptionsPercentage (%)No.ofrespondentsTotal number ofrespondentsMainly taught bythe teacherexplaining Mathand then doingexercises33.33%412Mainly taught bythe teachersetting problemsand letting youfigure them out33.34%412A mixture ofboth in roughlyequal measure33.33%412(Source: As created by Author)Figure 3: Mathematics learning method at school33.32%33.33%33.33%33.34%33.34%33.33%33.34%33.33%(Source: As created by Author)Analysis:The above graph highlights equal responses from the respondents.33.33% respondents agreed that they have been taught mathematics in school wherethe teachers explained them the problems and suggested them to solve the exercises.Similarly, 33.33% of the respondents agreed that their mathematics class in schoolwere different, as the teachers set them problems and asked them to find ways to
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