Does Experience Influence Experience? Understanding Student Perceptions of Problem-Based Learning Through Teaching Evaluations

• In Event: AERA Roundtable Session Saturday 11:45 am - Gold 1
  In Roundtable Session: Roundtable Session 6: Student Learning and Development in College and Beyond

Abstract

Problem‑Based Learning (PBL) requires adaptation to students’ developmental stages. This study investigated how perceptions of PBL courses change with PBL experience, using large‑scale Student Evaluation of Teaching data from a randomized, multi‑section undergraduate setting. Four instructional dimensions—course setup, tutor support, group functioning, and student initiative—were examined as predictors of overall course rating and performance, with PBL experience as a moderator. Course setup was the strongest predictor for both outcomes. Tutor support declined in importance with experience, while group functioning became more predictive of performance. Student initiative showed no significant effects. As experience increased, average course ratings decreased while performance improved. Findings highlight evolving perceptions of PBL and the need to adapt PBL design to student experience levels.

Authors

• Shirong Zhang, Maastricht University

• Laurie Delnoij, Maastricht University

• Wim H. Gijselaers, Maastricht University

• Inken Gast, Maastricht University