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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.org/0000-0001-7536-1933
| Puni tekst: engleski, pdf (358 KB) | str. 207-240 | citiraj | |
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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 |
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| Puni tekst: hrvatski, pdf (358 KB) | str. 207-240 | citiraj | |
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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 |
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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
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