EVALUATION OF THE DESIGN, PROCESS AND RESULTS OF A TECHNICAL SUBJECT WITH PROBLEM-BASED LEARNING
DOI:
https://doi.org/10.5944/educxx1.19415Keywords:
Program evaluation, problem-based learning, technical subject, architectural education.Abstract
In this paper, we evaluate the design and implementation of the program of a mandatory subject of Structures in Architecture with problem-based learning (PBL). Active learning methods such as PBL adapt better to the new challenges of competence-based education than traditional methods. The experience reached a total of 324 students and 8 faculty members. It constitutes the first documented experience of large-scale PBL implementation in the discipline of Structures in Spain. The research includes a systematic evaluation of all stages of the program: design, process and results. We used a theory-based program evaluation model, following a mixed approach (quantitative and qualitative) for data collection and analysis. Students, faculty and multidisciplinary experts have participated in the evaluation through surveys (with open and closed questions) and focus groups. The evaluation criteria include adequacyand alignment of program components, implementation control, coverage,
efficacy in achieving the course goals and students and faculty satisfaction.
These criteria have been measured through 26 variables. The results show that the program has been effective for achieving most of its objectives. Especially remarkable are the advances made in academic performance and class attendance. The evaluation carried out us allowed to conclude that PBL adapts well to a practical approach of teaching structures, although some difficulties appeared in relation to the complexity of implementation of the method. The conclusions obtained on the performance of the program and its strengths and weaknesses could be useful in the extrapolation of the experience to similar contexts in the field of Architecture and Engineering.
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