Teaching and learning methods compared: A pedagogical evaluation of problem-based learning (PBL) and lecture methods in developing learners’ cognitive abilities

Figures & data

Table 1. Pre-test performance comparisons between control and experimental groups

Construct	Group	N	Mean	Std. Dev.	t	Sig.	Interpretation	Decision on H0
Remembering	Control	25	55.28	7.640	−.150	.882	No significant difference	Accepted
	Experimental	26	55.69	11.540
Information Processing	Control	25	54.76	7.546	−.030	.976	No significant difference	Accepted
	Experimental	26	54.85	12.105
Reasoning	Control	25	56.80	8.995	.317	.753	No significant difference	Accepted
	Experimental	26	55.92	10.666
Overall performance	Control	25	55.32	11.477	−.176	.861	No significant difference	Accepted
	Experimental	26	55.81	8.119

Table 2. Immediate post-test performance comparisons between groups

Construct	Group	N	Mean	Std. Dev.	t	Sig.	Interpretation	Decision on H0
Analyzing	Control	25	66.72	11.967	2.587	.013	Significant difference	Rejected
	Experimental	26	59.04	9.102
Evaluating	Control	25	65.96	11.827	2.287	.027	Significant difference	Rejected
	Experimental	26	59.46	8.208
Creating	Control	25	67.76	12.712	2.695	.010	Significant difference	Rejected
	Experimental	26	59.12	10.093
Overall performance	Control	25	66.81	12.114	2.967	.005	Significant difference	Rejected
	Experimental	26	59.21	9.390

Table 3. Delayed post-test performance comparisons between groups

Construct	Group	N	Mean	Std. Dev.	t	Sig.	Interpretation	Decision on H0
Analyzing	Control	25	76.28	9.294	4.165	.000	Significant difference	Rejected
	Experimental	26	86.15	7.583
evaluating	Control	25	74.68	9.031	4.768	.000	Significant difference	Rejected
	Experimental	26	85.88	7.722
Creating	Control	25	77.44	10.063	3.780	.000	Significant difference	Rejected
	Experimental	26	86.92	7.746
Overall performance	Control	25	76.36	9.228	4.200	.000	Significant difference	Rejected
	Experimental	26	86.31	7.641