This study focuses on the experiences of sixteen undergraduates who studied Macroeconomics at Prestigious College, a higher education institution in Trinidad and Tobago. For the first time, the students used the Problem-Based Learning (PBL) strategy and were both excited and nervous about learning using this method. Furthermore, they were open to departing from standard teaching methods in order to accept the PBL. According to a survey of the current literature in the local area, there is a scarcity of information about the experiences of these undergraduates who study Macroeconomics at Prestigious College utilising the PBL approach. As a result, their voices and perspectives on their experiences are critical, as they can serve as a catalyst for the proper formulation of policy and implementation of PBL in this country. Furthermore, their experiences with Problem-Based Learning in the study of Macroeconomics at Prestigious College answer the research question: What are students' experiences with Problem-Based Learning in the study of Macroeconomics at Prestigious College? As a result, an action research study based on a case study was conducted to properly ascertain their experiences. It included four focus groups and semi-structured interviews. Two key topics were used to collect, consolidate, evaluate, and narrate the data: PBL encourages learners and PBL facilitates self-directed learners. There were also significant recommendations in favour of student-centered initiatives.
Author (S) Details
Rhonda Dookwah
University of Trinidad and Tobago, West Indies.
Gabriel Julien
University of the West Indies, West Indies.
View Book :- https://stm.bookpi.org/STHSS-V5/article/view/3278
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