Problem-based learning: a methodology applied to the university subject Basic Mathematics

Abstract

The present research is quasi-experimental and its main purpose is to demonstrate the successful use of the active methodology «problem-based learning» (PBL) and also to progressively increase the use of the «autonomous learning» strategy. This work intends to demonstrate the use that the use of PBL promotes in the development and in the autonomous learning strategy of students (men and women) of the university subject Basic Mathematics. To appreciate the relationship between the dimensions «extension», «collaboration», «conceptualization», «planning», «exam preparation», «participation» and «autonomous learning» strategies, prior to the use of active PBL methodology, the average range was 43 % and the low range was 57 %. After the use of the active PBL methodology, 67 % in the very high range and 33 % in the medium range were reached. Finally, it was effectively demonstrated that the use of the active PBL methodology generates growth and use of the «autonomous learning» strategy, which motivates university students to obtain greater ease in acquiring the basic mathematical competencies necessary to achieve the performance of a given professional task.