Effectiveness of Problem-based Learning (PBL) on Maritime Courses in a Blended Learning Modality

This study aimed to determine the effectiveness of problem-based learning (PBL) on identified courses in improving the performance of maritime students. This study utilized pretest-posttest non-equivalent group design. Respondents were 480 BSMT students gathered using a match group design. Instrument used was a 45-item researcher-made multiple-choice test that has undergone content validity and reliability testing. Statistical tools used were mean and standard deviation for descriptive data analysis, Mann-Whitney test and Wilcoxon-Signed ranks for inferential data analysis, and Cohen's d effect size, to determine the effectiveness of PBL. Results showed that the experimental and control group pretest performance before ore the intervention is described as poor and fair, while excellent and very good thereafter. No significant difference in the pretest scores of experimental and control groups. No significant differences in the posttest scores of experimental and control groups in NGEC 9, NAV 5, and SEAM 6, while there were significant differences in the posttest scores of experimental and control groups in NAV 2, NAV 4, and NAV 7. Significant differences were noted in the pretest and posttest scores of the experimental and control groups in all identified courses. The mean gain score of the experimental group in all identified courses is higher than the control group. No significant difference in the mean gains of experimental and control groups, for NGEC 9, NAV 5, and for SEAM 6 but significantly different was noted in NAV 2, NAV 4, and NAV 7. Based on n the effect size results, PBL is highly effective on NAV 2 and NAV 7 compared to the traditional method. These results confirm how effective the PBL approach is as a teaching style in all identified courses. PBL approach is highly recommended for all maritime courses.