Student Attitudes Toward Problem-Based Learning in Law
Abstract
The aim of this study was to explore students' attitudes toward problem-based learning (PBL). The Study Process Questionnaire (Biggs, 1992) was administered to 45 final-year undergraduate translation students who were taking an Applied Legal Studies module at a university in Hong Kong. The Moore & Fitch Inventory of Learning Preferences (cited by Woods, 1994) also was administered before and after the PBL intervention to measure what changes, if any, occurred in student attitudes towards problem solving. The post-PBL scores showed a decline in students' preference for a teacher-centered learning environment and an increased preference for a student-centered learning approach. Results were supported by interview data from students with both deep- and surface-bias approaches to learning.
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