Objectives The purpose of this study is to analyze the effect of undergraduates' place problem-solving project-based learning (PBL) on community understanding, community problem-solving ability, collaborative learning, and self-directed learning ability. Methods The place problem-solving PBL was conducted for undergraduates located in Gangwon province, followed by pre-test and post-test. The collected data were analyzed to examine the general background of the research subjects by calculating frequencies and percentages. Cronbach Coefficient was calculated to verify reliability of the survey questionnaires, and the research group applied a paired t-test to examine the differences between the pre- and post-tests. Results First, the place problem-solving PBL for undergraduates yields positive effect on community understanding, community problem-solving ability, collaborative learning, and self-directed learning ability. Second, the analysis of sub-factors revealed no significant differences in “problem clarification” for community problem-solving ability and “sense of stability” for collaborative learning. Conclusions Place problem-solving PBL would be used as foundational data for applying learner-centered innovative teaching methods.
Kim et al. (Thu,) studied this question.