Comparison of Challenge-Based and Problem-Based Learning in Engineering Students' Academic Performance

Education is constantly evolving as required by our changing world. As a result, new teaching techniques have emerged to provide new tools for teachers and students. Challenge-based learning is a method that combines a multidisciplinary approach to solve a real-life situation shared by an industrial...

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Bibliographic Details
Main Authors: Menchaca-Torre, H. Lizette, Nino-Juarez, Elvira, Vanoye-Garcia, Ana Y., Delgado-Fabian, Monica
Format: Conference Proceeding
Language:English
Subjects:
academic performance
challenge-based learning
Decision making
Education
educational innovation
engineering students
higher education
Industries
Instruments
Learning systems
problem-based learning
Schedules
soft skills
TEC21
Training
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Summary:Education is constantly evolving as required by our changing world. As a result, new teaching techniques have emerged to provide new tools for teachers and students. Challenge-based learning is a method that combines a multidisciplinary approach to solve a real-life situation shared by an industrial or educational partner. It encourages students to engage in critical thinking, collaboration, and problem-solving skills while they are required to provide a hands-on solution. Reviewing and evaluating new teaching tools is essential. Thus, our research aimed to compare students' academic performance using challenge-based vs. problem-based learning courses with similar curricular content. Two groups of students at Tecnológico de Monterrey were selected to compare both learning methods. Students were given equal activities, tests, and a challenge-based or problem-based situation to be solved with a group of teammates. All the measuring instruments were designed before the beginning of the course and checked by the same professor. Individual grades for each student were calculated and statistically analyzed. Results showed an enhanced performance of problem-based learning over challenge-based learning on three of the four evaluation variables used. However, some differences between the courses require further investigation for definite conclusions. Recommended actions to improve this work's results are establishing a similar schedule for classes, applying a diagnostic test at the beginning of the course, and evaluating partial deliveries of the challenge or problem solution.
ISSN:2165-9567
DOI:10.1109/EDUCON60312.2024.10578844