Reflections on Graduate Student PBL Experiences

The study designed to contribute to existing research on Problem-Based Learning (PBL) chose a focus group comprising 16 MSc. Petroleum Engineering students (six females). Using PBL as the method of instruction, students examined a real-life petroleum engineering problem that highlighted numerous areas of their existing curriculum. They worked in three small groups. Communication, management, editing, civic-mindedness, critical thinking and presentation skills were some of the hones skills. A pre and post test using a 15 item dichotomous opinionnaire revealed that student views did not change on issues like PBL being considered a fad, PBL being unsuitable for first year students, students need prior content knowledge and attitude towards PBL determined their success. On the other hand, there was an overall decrease in the number of students who felt that PBL was inappropriate for some disciplines, sufficient content was not taught using PBL and assessment in PBL was a complicated activity. More than 20 % of students felt more confident about PBL and no one felt that PBL was too time consuming after the PBL experience. Further research on the long term effects of PBL usage would shed more light on the value of this teaching /learning methodology