Undergraduate students’ perception of problem-based learning at the University of Tripoli Alahlia, Libya

BACKGROUND AND AIMS: Problem-based learning (PBL) is an effective teaching strategy that improves students’ communication abilities, motivation to learn, and acquisition of knowledge. In Libya, not much research has been done to assess students’ perceptions of these methods. The present study aimed to evaluate the perceptions of students at the University of Tripoli Alahlia (UTA) toward PBL sessions and to compare their perceptions among different genders and departments. MATERIALS AND METHODS: A cross-sectional study based on a self-administered anonymous online questionnaire was conducted during the period from December 2024 to February 2025 on undergraduate students in different departments at UTA. RESULTS: A total of 387 students enrolled in the study. Overall, students were positively inclined toward PBL, and the majority of them perceived its benefits in enhancing engagement, understanding, and participation in learning processes. However, serious challenges were identified, particularly in training and clarity of PBL topics, as 43.4% of students disagreed that they were well trained before PBL sessions, and 33.1% disagreed that PBL problems were well presented, with no gender-based variations ( P = 0.37). Moreover, interdepartmental differences also reflect PBL’s contextual efficacy ( P = 0.00). For instance, 50% of the students in pharmaceutical sciences reported that they had been adequately prepared before PBL classes, compared to only 18.8% of the business administration students. Regarding the learning resources, a considerable proportion of the students in the present study (58.1%) reported the Internet as the main resource for PBL-associated preparation, with much greater use rates being observed in disciplines such as English (70.5%) and medical laboratories (69.4%). No significant gender differences were observed in perceptions of tutors’ preparedness to manage active learning sessions ( P = 0.91). However, significant variations were observed between departments ( P = 0.05). For example, pharmaceutical sciences and English showed the highest agreement rates (44.4% and 47.7%, respectively), while business administration and law had high disagreement rates (68.8% and 60.9%, respectively). CONCLUSION: The study emphasized the importance of PBL in the educational process, which helped students improve their knowledge and various learning skills. Students and staff training is required before utilizing the PBL as an instructional method. PBL - Problem-Based Learning, UTA - University of Tripoli Alahlia.