106630-Article Text-289913-1-10-20140818.pdf - South...

South African Journal of Education; 2014; 34(1) 1
Art. # 457, 16 pages,
Introducing problem-based learning (PBL) into a foundation
programme to develop self-directed learning skills
Sharon B Malan and Mdutshekelwa Ndlovu
Institute for Mathematics and Science Teaching, Stellenbosch University, South Africa
[email protected]
Petra Engelbrecht
Faculty of Education, Canterbury Christ Church University, UK
This article reports on the qualitative aspects of a study that examined whether introducing a
Problem-based Learning (PBL) approach in a one-year foundation programme can create
conditions for learners to develop and sustain self-directed learning skills. This interpretive-
constructivist case study was located in evaluation research. Data were collected by means of
classroom observations and interviews with 35 students and 14 former students. Findings
indicated that introducing students to a PBL approach did promote more meaningful learning
patterns, typified by processing the subject matter critically and self-regulating learning
processes. The sustainability of the meaning-directed learning skills was questionable if student
beliefs in the approach did not support the activities employed. Introducing PBL into a foun-
dation programme can develop self-directed learning skills in students and set in motion a
process of growth towards lifelong learning.
Keywords: disadvantaged learners; evaluation research; foundation programmes; lifelong
learning; Mathematics and Physical Science education; Problem-based Learning; self-directed
learning; self-regulated learning
Introduction
The diverse student intake into higher education in South Africa has changed not only
in terms of numbers, but also in terms of preparedness (Quinn, 2003). The traditional
way of teaching encourages learner dependency and superficial understanding, and
fails to encourage reflection and self-direction (Engelbrecht, 2001). The more diverse
student population has heightened the need for a broader range of teaching and
learning approaches at tertiary level. Many higher education institutions are expanding
their foundation programmes in order to provide learning opportunities that support
students as self-directed, independent learners (Adendorff, 2006; Kgaphola, 1999).
Science and Mathematics at Stellenbosch University (SciMathUS) is an intensive,
year-long foundation programme that recruits and gives socio-economically disad-
vantaged students a second chance for access to university mainly in the Natural,
Health, or Economic and Management Sciences. Recognising that social, economic
and educational disadvantages contribute to students’ poor performances in Grade 12
(Department of Basic Education, 2010), the programme allows students to rewrite the
Senior Certificate examinations in Mathematics and Physical Sciences. The aim is that,
once students have completed the SciMathUS year, they qualify for tertiary program-