Teaching and learning methods compared: A pedagogical evaluation of problem-based learning (PBL) and lecture methods in developing learners’ cognitive abilities
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Using a mixed method, quasi-experimental pre-test-post-test non-equivalent group design, this study inquired into the possibilities of enhancing learners’ cognitive abilities, with problem-based learning (PBL; -experimental) and lecture method (control) as predictor variables. Aided by the random scorecards, a group of 51 students was assigned to the experimental (26) and control (25) streams, where their cognitive performance was compared on both the lower and higher-order learning attributes for 15 weeks. Whereas there was a slight difference in the mean scores of the two groups on the three lower-order learning parameters measured at the pre-test, the difference (Xc = 55.32 < Xe = 55.8; t-statistic 0.176 < critical t- 2.01) was not statistically significant. However, at the immediate-post-test, the mean scores of the two groups on the three higher-order learning parameters statistically differed (Xc = 66.81 > Xe = 59.21) in favor of the control group (t = 2.967 > 2.01; p = .005 < 0.05). Although a reduction in weekly learning hours from 3 to 2 was accompanied by a significant improvement in students’ cognitive development on the three higher-order learning attributes at the delayed post-test for the experimental group, that of the control group, improved marginally (Xc = 76.36 < Xe = 86.31). Even though the generalization of these findings may be limited due to the examination of a single learning discipline, the qualitative and quantitative analyses suggest that PBL is a true stimulant of students’ cognitive development over time.
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Qualitative themes show PBL participants adopting new meaning-making habits oriented to critical questioning, metacognitive self-assessment, and reflective practice vital for their field.
“Qualitative themes show participants adopting new meaning-making habits oriented to critical questioning, metacognitive self-assessment, and reflective practice vital for their field17,18.”
From Project based learning framework integrating industry collaboration to enhance student future readiness in higher education (2025) · cites this paper as [17]
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Purposive Communication Through Pecha Kucha Teaching and Learning: A Phenomenological Approach
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- Authors
- Ssemugenyi, F.
- Affiliations
- Department of Open and Distance Learning PNGUoT, Morobe, Lae
- Corresponding author
- Ssemugenyi, Fred
- ORCID
- Ssemugenyi, Fred
- Venue
- Cogent Education
- Publisher
- Informa UK Limited
- Published
- 2023-03-13
- Volume
- 10
- Issue
- 1
- ISSN
- 2331-186X (ISSN-L)
- OpenAlex
- W4324061282
- Cited by
- 56
- References
- 66
- Citations by year
- 2026: 11 · 2025: 20 · 2024: 15 · 2023: 10
- FWCI
- 41.50
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- Locations
- Cogent Education (publishedVersion, cc-by)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Funders
- research
- Topics
- Social Sciences › Education › Problem and Project Based Learning
- Social Sciences › Education › Innovative Teaching Methods
- Social Sciences › Education › Education and Critical Thinking Development
- Keywords
- problem-based learning, lecture method, cognitive ability, higher-order learning, cognitive development, teaching methods comparison, learning outcomes
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