, Question 1.1 - Design of a Problem-Based Learning (PBL) Activity
a) Learners’ Background and Needs
The proposed problem-based learning (PBL) activity is designed for first-year undergraduate
students enrolled in an Education or Social Sciences programme at a South African university. Many
of these learners come from diverse socio-economic, linguistic, and cultural backgrounds, including
students from rural, peri-urban, and urban communities. English is often the language of
instruction, yet it may be a second or third language for most learners. As a result, students may
experience challenges related to academic literacy, confidence in expressing ideas, and applying
theoretical knowledge to real-life contexts.
In addition, many first-year students struggle with passive learning habits developed in highly
teacher-centred school environments. They require learning approaches that actively engage them,
develop critical thinking, and connect academic content to familiar social realities such as inequality,
unemployment, access to education, and community well-being (Bozalek et al., 2019). Therefore,
the learning activity must support collaboration, scaffold learning, and value students’ lived
experiences.
b) Outline of the PBL Activity
Problem scenario:
Students are presented with a real-world problem: A public secondary school in a low-income
South African community is experiencing high learner dropout rates and low academic motivation.
The Department of Basic Education has requested evidence-based recommendations to address
this issue.
Steps of the activity:
1. Problem presentation: Students are introduced to the scenario through a short written case
study and supporting statistics on dropout rates in South Africa.
2. Group formation: Learners are divided into small, diverse groups to encourage peer learning
and multiple perspectives.
3. Problem analysis: Groups identify what they already know, what they need to learn, and key
factors contributing to the problem (e.g., socio-economic stress, school climate, teaching methods).
4. Self-directed learning: Students independently and collaboratively research psychological and
educational theories related to motivation, learning, and learner support.
5. Solution development: Each group develops practical, culturally appropriate interventions
grounded in theory.
6. Presentation and reflection: Groups present their recommendations and engage in class
discussion, followed by individual reflective writing on learning outcomes.
a) Learners’ Background and Needs
The proposed problem-based learning (PBL) activity is designed for first-year undergraduate
students enrolled in an Education or Social Sciences programme at a South African university. Many
of these learners come from diverse socio-economic, linguistic, and cultural backgrounds, including
students from rural, peri-urban, and urban communities. English is often the language of
instruction, yet it may be a second or third language for most learners. As a result, students may
experience challenges related to academic literacy, confidence in expressing ideas, and applying
theoretical knowledge to real-life contexts.
In addition, many first-year students struggle with passive learning habits developed in highly
teacher-centred school environments. They require learning approaches that actively engage them,
develop critical thinking, and connect academic content to familiar social realities such as inequality,
unemployment, access to education, and community well-being (Bozalek et al., 2019). Therefore,
the learning activity must support collaboration, scaffold learning, and value students’ lived
experiences.
b) Outline of the PBL Activity
Problem scenario:
Students are presented with a real-world problem: A public secondary school in a low-income
South African community is experiencing high learner dropout rates and low academic motivation.
The Department of Basic Education has requested evidence-based recommendations to address
this issue.
Steps of the activity:
1. Problem presentation: Students are introduced to the scenario through a short written case
study and supporting statistics on dropout rates in South Africa.
2. Group formation: Learners are divided into small, diverse groups to encourage peer learning
and multiple perspectives.
3. Problem analysis: Groups identify what they already know, what they need to learn, and key
factors contributing to the problem (e.g., socio-economic stress, school climate, teaching methods).
4. Self-directed learning: Students independently and collaboratively research psychological and
educational theories related to motivation, learning, and learner support.
5. Solution development: Each group develops practical, culturally appropriate interventions
grounded in theory.
6. Presentation and reflection: Groups present their recommendations and engage in class
discussion, followed by individual reflective writing on learning outcomes.
