Problem-based learning vs. traditional teaching methods: self- efficacy and academic performance among students of health and rehabilitation sciences college, pnu

Teaching and learning strategies have a strong impact upon the self-efficacy, motivation and performance of the students. Teaching methods can enhance the basic cognitive abilities and achievement of students. Thus, it was found essential to study the impact of problem based learning and traditional teaching methods in relation to self-efficacy and performance. The main objective of this study was to provide evidence of the effectiveness of various teaching strategies by comparing them in terms of self-efficacy and academic performance among students. This study compared two teaching methods (PBL vs. Traditional teaching style) and its impacts on self-efficacy and academic performance of College of Health and Rehabilitation Sciences. A study was conducted during the first semester of academic year (1437-1438H / Sep 2016-Jan 2017). A study was carried out in two stages, having pre/post testing (two-time point intervention) of the students. The sample of this study comprised of (n=143) students enrolled in college of health and rehabilitation sciences within 13 departments. Standardized scale of Academic Self-efficacy scale was used as a measurement tool. Moreover, the grade of the students served to measure the performance. Results showed strong positive correlation of self-efficacy and performance. There was no difference on selfefficacy for both groups of PBL and LBL. GPA was significantly higher among LBL group. The study was limited to one college only. Further studies at the Health Campus of other universities will provide chance to generalization for effective teaching strategies.