A Guided Problem-based Learning (pbl) Approach Using a Reversed Textbook: an Application to a Core Business Analysis Course

We implemented a guided problem based learning (guided PBL) approach to teach a core business analysis course to study its effectiveness in improving learning, with special regard to critical thinking skills. To aid this approach in class, we created a reversed book that presents problems first, with blank space for students to work out problems or analyze and answer conceptual questions. Students attempt to answer questions or solve problems in class with instructor guidance as needed, before discussion of theory. We compared student learning in sections taught prior to implementing this method with those taught with this method. We found that this approach motivated the students and improved their performance on a departmental final exam by about 9% on average, or almost one letter grade. When measured on Critical Thinking questions alone, the improvement was roughly 24% on average. Finally, it also improved group task performance by 6%. 1 This author’s work partially supported by a 2013 Robinson College of Business Instructional Innovation Grant 2 This author’s work partially supported by a 2013 Robinson College of Business Instructional Innovation Grant Nargundkar et al. Guided PBL Approach using Reversed Textbook 671850-2