hrcak mascot   Srce   HID

Izvorni znanstveni članak
https://doi.org/10.15516/cje.v22i1.3215

THE EFFECT OF USING PROBLEM-BASED LEARNING UPON STUDENTS’ EMOTIONS TOWARDS LEARNING AND LEVELS OF COMMUNICATION SKILLS IN THREE DIFFERENT DISCIPLINES

Malek Jdaitawi   ORCID icon orcid.org/0000-0001-7536-1933

Puni tekst: engleski, pdf (358 KB) str. 207-240 preuzimanja: 22* citiraj
APA 6th Edition
Jdaitawi, M. (2020). THE EFFECT OF USING PROBLEM-BASED LEARNING UPON STUDENTS’ EMOTIONS TOWARDS LEARNING AND LEVELS OF COMMUNICATION SKILLS IN THREE DIFFERENT DISCIPLINES. Croatian Journal of Education, 22 (1), 207-240. https://doi.org/10.15516/cje.v22i1.3215
MLA 8th Edition
Jdaitawi, Malek. "THE EFFECT OF USING PROBLEM-BASED LEARNING UPON STUDENTS’ EMOTIONS TOWARDS LEARNING AND LEVELS OF COMMUNICATION SKILLS IN THREE DIFFERENT DISCIPLINES." Croatian Journal of Education, vol. 22, br. 1, 2020, str. 207-240. https://doi.org/10.15516/cje.v22i1.3215. Citirano 12.07.2020.
Chicago 17th Edition
Jdaitawi, Malek. "THE EFFECT OF USING PROBLEM-BASED LEARNING UPON STUDENTS’ EMOTIONS TOWARDS LEARNING AND LEVELS OF COMMUNICATION SKILLS IN THREE DIFFERENT DISCIPLINES." Croatian Journal of Education 22, br. 1 (2020): 207-240. https://doi.org/10.15516/cje.v22i1.3215
Harvard
Jdaitawi, M. (2020). 'THE EFFECT OF USING PROBLEM-BASED LEARNING UPON STUDENTS’ EMOTIONS TOWARDS LEARNING AND LEVELS OF COMMUNICATION SKILLS IN THREE DIFFERENT DISCIPLINES', Croatian Journal of Education, 22(1), str. 207-240. https://doi.org/10.15516/cje.v22i1.3215
Vancouver
Jdaitawi M. THE EFFECT OF USING PROBLEM-BASED LEARNING UPON STUDENTS’ EMOTIONS TOWARDS LEARNING AND LEVELS OF COMMUNICATION SKILLS IN THREE DIFFERENT DISCIPLINES. Croatian Journal of Education [Internet]. 2020 [pristupljeno 12.07.2020.];22(1):207-240. https://doi.org/10.15516/cje.v22i1.3215
IEEE
M. Jdaitawi, "THE EFFECT OF USING PROBLEM-BASED LEARNING UPON STUDENTS’ EMOTIONS TOWARDS LEARNING AND LEVELS OF COMMUNICATION SKILLS IN THREE DIFFERENT DISCIPLINES", Croatian Journal of Education, vol.22, br. 1, str. 207-240, 2020. [Online]. https://doi.org/10.15516/cje.v22i1.3215
Puni tekst: hrvatski, pdf (358 KB) str. 207-240 preuzimanja: 21* citiraj
APA 6th Edition
Jdaitawi, M. (2020). Učinak problemskoga učenja na emocije studenata prema učenju i razinu komunikacijskih vještina u tri različite discipline. Croatian Journal of Education, 22 (1), 207-240. https://doi.org/10.15516/cje.v22i1.3215
MLA 8th Edition
Jdaitawi, Malek. "Učinak problemskoga učenja na emocije studenata prema učenju i razinu komunikacijskih vještina u tri različite discipline." Croatian Journal of Education, vol. 22, br. 1, 2020, str. 207-240. https://doi.org/10.15516/cje.v22i1.3215. Citirano 12.07.2020.
Chicago 17th Edition
Jdaitawi, Malek. "Učinak problemskoga učenja na emocije studenata prema učenju i razinu komunikacijskih vještina u tri različite discipline." Croatian Journal of Education 22, br. 1 (2020): 207-240. https://doi.org/10.15516/cje.v22i1.3215
Harvard
Jdaitawi, M. (2020). 'Učinak problemskoga učenja na emocije studenata prema učenju i razinu komunikacijskih vještina u tri različite discipline', Croatian Journal of Education, 22(1), str. 207-240. https://doi.org/10.15516/cje.v22i1.3215
Vancouver
Jdaitawi M. Učinak problemskoga učenja na emocije studenata prema učenju i razinu komunikacijskih vještina u tri različite discipline. Croatian Journal of Education [Internet]. 2020 [pristupljeno 12.07.2020.];22(1):207-240. https://doi.org/10.15516/cje.v22i1.3215
IEEE
M. Jdaitawi, "Učinak problemskoga učenja na emocije studenata prema učenju i razinu komunikacijskih vještina u tri različite discipline", Croatian Journal of Education, vol.22, br. 1, str. 207-240, 2020. [Online]. https://doi.org/10.15516/cje.v22i1.3215

Sažetak

In the past few years, teaching staff have been motivated to engage students in different communication forms. This quasi-experimental study presents the implementation of a problem-based learning (PBL) approach in the first year classroom environment to enhance the students’ skills of communication and to promote their positive learning emotions. The study was carried out involving students studying in health, engineering and science fields. They were categorized into two groups, namely experimental (90 students) and control group (90 students). The study period lasted 4 weeks, during which the module was taught to the 180 first year students in both groups. The findings revealed the learning approach significantly affected the students’ communication skills and their emotions concerning learning. Finally, conclusions were drawn from this study.

Hrčak ID: 238104

URI
https://hrcak.srce.hr/238104

[hrvatski]

Posjeta: 89 *