problem-solving learning

Students' cognitive capacities are enhanced via the implementation of innovative pedagogical practices, which in turn motivate them to apply their reasoning abilities to solve issues more efficiently and with better quality. Therefore, the current study was conducted to compare problem-solving learning (PBL) and lecture methods on the level of satisfaction with teaching and learning.

This was a quasi-experimental research which done in the Ilam university of medical sciences in the 2022 by a study sample consisting of forty emergency medical associate students by convenient sampling approach and random allocation to control and intervention groups by dice-throw. The tools also included questionnaires on demographic information, satisfaction with teaching, and learning rate, which were completed before and two weeks after the end of the intervention. Descriptive and analytical tests were done in SPSS V.16 by considering alpha at the level of 0.05.

The mean and standard deviation of the total age of the participants was 20.09±1.14. Before intervention, there wasn’t any significant difference in learning satisfaction and learning rate between two groups. However, after intervention, there was a significant difference in learning satisfaction and learning rate between two groups (P=0.003 and P=0.001).

Teaching by problem-solving methods has increased the satisfaction of teaching and improved the learning rate of students.

 The flipped classroom model provides an ideal ground to convert a traditional classroom into an interactive environment based on problem-solving learning with a focus on university students’ self-determination.

 The present study aimed to investigate the effectiveness of flipped and traditional teaching methods in problem-solving learning and self-determination among university students.

 The research method was experimental with a pretest-posttest design and a control group. The statistical population included all female students of Farhangian University in Ahvaz city in the academic year 2019. Using a purposive sampling method, 36 students were selected and randomly divided into experimental and control groups (n = 18 per group). The research instrument included the Problem-Solving Inventory (PSI) and the Basic Psychological Need Satisfaction scale. The experimental group received the flipped teaching program during eight 120-min sessions once a week; however, the control group received the traditional teaching method. multivariate analysis of covariance (MANCOVA), univariate analysis of covariance (ANCOVA), and Bonferroni post hoc tests were used to analyze the data.

 The posttest scores (mean ± SD) of problem-solving learning and self-determination were 83.77 ± 14.17 and 119.33 ± 13.79, respectively, in the experimental group, which were significantly different from the scores of the control group. The flipped classroom promoted problem-solving learning and components of self-determination among university students in the experimental group when compared to the control group (P = 0.01). The flipped teaching method was more effective than the traditional method in increasing problem-solving learning and self-determination among university students.

 According to the findings, the flipped teaching method had greater impacts on students’ problem-solving and self-determination than had the traditional method.