Implementing hybrid problem-based learning in Mechanical Technology to enhance pre-service teachers' self-directed learning

Abstract

The aim of this study was to investigate whether the implementation of hybrid problem-based learning (hPBL) in practical Mechanical Technology (MT) classes as part of the teacher education curriculum, could foster students' self-directed learning (SDL). A pragmatist approach directed this research study and a mixed method methodology was followed. The Williamson questionnaire for self-directed learning was used as quantitative research instrument (twice as a pre-test and twice as a post-tests) while the qualitative data collection involved focus group meetings, interviews, project sheets and observations. The data of the qualitative research was analysed by means of ATLAS.tiTM. The research project took three years and was planned according to design-based research principles, which included two cycles (interventions) that occurred during the second semester of 2017 and the first semester of 2018. At the start of the project in 2017, all participants (second-year Mechanical Technology Automotive students) (N=12) completed the Williamson test (pre-test 1). Thereafter, participants were subjected to a one-hour exercise with regard to basic PBL skills to familiarise them with the interventions that would follow. Participants were randomly selected to work in two groups with six teams (2 to 3 members in a team) and started with the first intervention comprising two projects, one auto-electrical and one mechanical project. The duration of the first intervention was more or less 12 weeks and ended with the completion of the Williamson post-test (post-test 1). The second intervention in 2018 followed a similar design including a second 12-week intervention comprising two similar projects, a Williamson pre-test (pre-test 2) and a post-test (post-test 2). Students developed and finished four projects in more or less 24 weeks by means of applying hPBL. Although results of the Williamson questionnaire indicated an improvement in some of the participants' SDL abilities, the qualitative data clearly indicated various exemplars where students enhanced their SDL skills in the MT practical tasks. Finally, a model for implementing PBL in Mechanical Technology was developed as based on the integrated results.