Title:	RESEARCH ON CHANGE AND GROWTH OF STUDENTS AND TEACHERS EXPERIENCED PROBLEMBASED LEARNING
Author(s):	Kyungwon Chang and Seonyoung Jang
ISBN:	978-989-8533-88-3
Editors:	Miguel Baptista Nunes and Pedro Isaias
Year:	2019
Edition:	Single
Keywords:	Problem-Based Learning, Growth of Students and Teachers, Quantitative and Qualitative Approach
Type:	Short Paper
First Page:	247
Last Page:	251
Language:	English
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Paper Abstract:	The purpose of this study is to identify change and growth of students and teachers experienced PBL. For this purpose, this study used both quantitative and qualitative approach to examine the impact of PBL and the change and growth of students and teachers. 2,970 students and 172 teachers participated in this study. The results of the students’ change and growth based on students’ answer to a survey and interview are as follow; first, the satisfaction of PBL class has statistically increased at the end of term than the beginning of the term. Second, PBL have the effects on improving students’ self-efficacy. Third, based-on students’ interview, it was identified that a good class and a PBL have common points in communication, cooperation and cooperation among learners, knowledge acquisition and understanding of contents. Forth, students experienced PBL had enhanced their skills in five areas; solving problem, cooperation, communication, academic motivation, and human relations. The results of the teachers’ change and growth are as follows; first, teachers realized the importance of PBL higher than before, and had the volition to do the PBL consistently. Second, the teachers’ efficacy has improved at a significant level. Third, teachers recognized that the characteristics of PBL classes were full of energy, not boring, and students are able to lead the class, understand learning contents, and focus on the class and a good class was similar to PBL. Forth, teachers experienced PBL have acquired the knowledge (property of PBL/property of students), behavior (confidence of PBL class), and techniques (designing PBL class, PBL tutoring) at a level 1(level of PBL implementation). In addition, they have figured out the necessary of extension of PBL (school organization, teacher community; researching) at a level 2.
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