This paper applies a quasi-experimental research method to compare the difference in students' approaches to learning and their learning achievements between the group that follows the problem based learning (PBL) teaching method with computer support and the group that follows the non-PBL teaching methods. The study sample consisted of 68 junior students who were attending the same course Network fundamentals in Southern Taiwan. Two instruments were used for the purpose of this study, i.e. "Revised Learning Process Questionnaire Two Factors (R-LPQ-2F)" by Biggs, Kember and Leung (2001) and "Problem-Based Learning Environment Inventory (PBLEI)" by Senocak (2009). R-LPQ-2F was used to compare the students' approaches to learning between the target group and the control group. PBLEI was used to understand the student's perception of the learning environment. The independent variables were pedagogical strategy and time. The dependent variables of R-LPQ-2F pre-test and R-LPQ-2F post-test measured students' approach to learning, other dependent variables were a measure of students' perception on teacher support, student responsibility, student collaboration and quality of problem. Also, final academic learning outcome is another dependent variable for comparisons to the control and treatment groups. To determine whether groups differed on more than one dependent variable, an ANOVA was used to analyze data and investigate difference and gain between traditional instruction and problem-based learning for academic learning outcome, deep learning approach, surface learning approach, and PBL leaning environment preference. There is no significant difference in final academic learning between two groups. The comparison of means and ANOVA of the R-SPQ-2F survey score revealed no significant differences in deep approaches to learning and surface approaches to learning. Qualitative data were collected from written responses to open questions. Further studies were recommended using more participants to determine if more benefits can be attributed to problem-based learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]