A comparison of problem-based and didactic learning pedagogies on an electronics engineering course

This paper presents an evaluation of a problem-based learning methodology versus a more traditional laboratory-based approach to teaching tutorials for electronics modules in undergraduate engineering classes at the University of Limerick, Ireland. Firsthand qualitative and quantitative comparative feedback from students is assessed for the same module across successive cohorts using both learning pedagogies. The analysis suggests that a problem-based learning methodology offers significant benefits in an electronic engineering setting when compared with a more traditional didactic method.