Using a mixed method, quasi-experimental pre-test-post-test non-equivalent group design, this study inquired into the possibilities of enhancing learners' cognitive abilities, with problem-based learning (PBL; -experimental) and lecture method (control) as predictor variables. Aided by the random scorecards, a group of 51 students was assigned to…

Bridging theoretical learning with practical applications is crucial in biology education, where the relevance of concepts directly influences learners' adaptability across educational contexts. This study assessed how Design-Based Biology Instruction (DBBI) impacts students' cognitive flexibility. Employing a three-group pretest-posttest…

This study was set out to establish if adopting problem-based learning (PBL) techniques would effectively address the teaching and learning challenges at the University of Kisubi (Unik). Using Faculty of Education as a study sample, the quasi-experimental pretest-posttest nonequivalent group design was utilized where a class of 39 students was…

To evaluate the teaching effect of problem-based learning (PBL) combined with lecture-based learning (LBL) compared with that of LBL alone in renal pathology education for trainees receiving standardized training. A total of 65 undergraduate medical students who received standardized training in Xijing Hospital from January 2016 to November 2019…

A number of researchers and educators have proposed educational methods over the years designed to improve our focus on students, their quality of learning, and experiences through academic and personal development. With a concern for moving forward, some of the more classical methods have been abandoned for the sake of progress, technology, and…