Problem-based Learning in Macroeconomics at Tertiary Level in Trinidad and Tobago: Students Speak Out
This paper presents the perspectives of sixteen undergraduates at Sunshine University, a tertiary institution in Trinidad and Tobago. For the first time, the undergraduates studied Macroeconomics using the Problem-Based Learning (PBL) approach. It is important to note that they were very enthusiastic about learning using the PBL strategy. Furthermore, they were willing to deviate from the traditional instructional method in order to participate in the PBL. The literature in the local context clearly indicated that there is a scarcity of information pertaining to the perspectives of undergraduates studying Macroeconomics at Sunshine University using the PBL approach. As a result, their voices and opinions about their personal experiences are critical because they can serve as a catalyst for the proper creation of policy and implementation of PBL in Trinidad and Tobago. Furthermore, their voices and perspectives provide an answer to the research question: What are the perspectives of Sunshine University students who study Macroeconomics using Problem-Based Learning? As a result, an action research study using a case study was carried out to adequately ascertain their perspectives. Semi-structured interviews with four focus groups were used in this action research. Using two main themes, data was collected, compiled, analyzed, and narrated. They are as follows: PBL motivates learners and facilitates self-directed learning. Recommendations emphasizing student-centered strategies were also made.
Dr. Rhonda Dookwah
University of Trinidad and Tobago, Trinidad and Tobago.
Dr. Gabriel Julien
University of the West Indies, Open Campus, Trinidad and Tobago.
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