Students' Attitude Towards Problem-Based Learning: A Case Study

Current educational approaches in engineering education should provide students with attributes required in professional practice. Active learning, in the form of Problem-Based Learning (PBL) and Project-Based Learning (PjBL), as an educational approach, shows promise in engineering. The paper describes the attitudes of students towards the application of problem based learning element in the Mechanics of Machines course in a Bachelor of Mechanical Engineering programme. The Mechanics of Machines is a core course in Year 3 of Bachelor of Engineering programme in Mechanical Engineering. The PBL element of the course was an individual project on kinematics of planar linkages; a topic always challenging to students. The project was to help the students in visualizing the motion of mechanisms, to assist them with understanding the entire solution process, and to draw conclusions for relatively simple mechanism.Two surveys were administered to students to assess their attitude towards the PBL element of the course; one before the commencement of the project, and the second just after they submission of the reports, but before marking. Out of 61 students registered for the course 54 responded to the first survey, and 50 to both. The aim was to observe the changes in students' response to the PBL element. The comparison between the results of the surveys shows improvement in students' attitude towards pedagogy. The students declare that the experience with PBL improved their ability in problem solving, critical reasoning, searching effectively for information and use technology as a learning tool. However, they were critical about their ability to negotiate a work load and to prepare and follow a schedule. Those did not improve while negotiating the project.