Main Article Content


The quasi-experimental study examines the effect of the Problem-based Learning (PBL) teaching strategy on one higher secondary school student's academic achievement under Thimphu Thromde, Bhutan. The student participants were selected through non-probability convenient sampling techniques. All students of XI Arts (N=30) and XI Commerce (N=38) participated in the study. Class XI Arts students were used as a controlled group and XI Commerce students as an experimental group. The experimental group was taught using PBL, and the control group was taught using the traditional lecture method. The pre-test data were collected through class test 1, and post-test data were collected through class test 2 and 5 points Likert scale survey questionnaire. The results revealed that the experimental group scored higher marks in the class test than the control group. The mean score of the pre-test of the XI Arts and XI Commerce (both controlled group) were 40.75 and 38.81 initially. The mean score of the experiment group's post-test showed 44.73, while the controlled group managed only 43.00. Further, the experimental group had a favorable opinion on the effectiveness of the PBL strategy. The study recommends the implementation of the PBL teaching strategy despite PBL being time-consuming and resource-intensive.


Problem-based learning teaching strategy experimental group the control group

Article Details

How to Cite
Dorji, T. (2021). Effect of using Problem-Based Learning on the Academic Achievement of Higher Secondary School Students. International Journal of Asian Education, 2(2), 235-243.


  1. Ai-Girl, T., Kumar, R.S., & Ho, V. (2005). Project-based learning. In Tan. A., Cheah, H., & Chong, S, Educational Innovation: A perspective on class size, team teaching, alternative pedagogies, and assessment (pp. 122-149). Jurong, Singapore: Prentice-Hall. Available at:
  2. Awodun, A.O. (2015). Effects of Problem-Solving Teaching Strategy on Secondary School Students' Academic Achievement in Physics. European Modern Studies Journal, 4(3), 21-29. Retrieve from:
  3. Baker, C.M. (2000). Problem-based learning for nursing: integrating lessons from other disciplines with nursing experiences. Journal of Professional Nursing, 16(5), 258-266. Retrieve from:
  4. Barrows, H.S. (1985). How to design a problem-based curriculum for the preclinical year. New York, USA: Springer Publishing Company. Available at:
  5. Bechtel, G.A., Davidhizar, R., & Bradshaw, M.J. (1999). Problem-based learning in a competency-based world. Nursing Education Today, 19, 182-187. Available at:
  6. Boris, O. O. (2020). Effects of Problem Solving Teaching Strategy on Secondary School Students' Academic Performance in Chemistry in Ondo State, Nigeria. IJRAR- International Journal of Research and Analytical Reviews, 7(2), 74-80. Retrieve from:
  7. Bouhuijs, P., & Gijselaers, W. (1993). Problem-based learning as an Educational Strategy. New York, USA: New York Publications. Available at:
  8. Carey, L., & Whittaker, K.A. (2002). Experiences of problem-based learning: issues for community specialist practitioner students. Nurse Education Today, 22, 661-668. Retrieve from:
  9. Carder, L., Willingham, P., & Bibb, D. (2001). Cases-based, problem-based learning information literacy for the real world. Research Strategy, 18, 181-190. Retrieve from:
  10. Cohen, L., Manion, L., Morrison, K., & Wyse, D. (2010). A guide to teaching practice (5th ed.). Madison Avenue, New York: Routledge. Available at:
  11. Cooke, M., & Moyle, K. (2002). Students' evaluation of problem-based learning. Nurse Education Today, 22, 330-339. Retrieve from:
  12. Killen, R. (2009). Effective Teaching Strategy: Lesson from research and practice (5th ed.). Sydney, Australia: C&C Offset Printing Co Ltd. Available at:
  13. Liu, M. (2004). Examining the performance and attitudes of sixth grades during their use of a problem-based hypermedia learning environment. Computers in Human Behaviour, 20, 357-379. Retrieve from:
  14. MoE. (2019). Action Research Seminar: Enhancing teaching and learning practice through reflection. Thimphu, Bhutan: MoE. Retrieve from:
  15. MoE. (2020). Bhutan Professional Standards for Teachers. Thimphu, Bhutan: MoE. Retrieve from:
  16. Morrison, J. (2004). Where now for problem based learning? The lancet, 363-174. Retrieve from:
  17. Nalesnik, S.W., Heaton, J.O., Olsen, C.H., Haffner, W.H.J., & Zahn, C.M. (2003). Incorporating problem-based learning into an obstetrics/gynecology clerkship: Impact on student satisfaction and grades. American Journal of Obstetrics and Gynecology, 190, 1375-1381. Retrieve from:
  18. NCERT. (n.d.). Teaching Economics in India; A Teachers's Handbook. Delhi, India: NCERT.
  19. Race, P. (2010). Making Learning Happen (2nd ed.). Singapore: SAGE Publications Asia-Pacific Pte Ltd.
  20. Segers, M., Van den Bossche, P., & Teunissen, E. (2003). Evaluating the effects of redesigning a problem-based learning environment. Studies in Educational Evaluation, 29, 315-334. Retrieve from:
  21. Sharp, D. M.M., & Primrose, C.S. (2003). The "virtual family." An evaluation of an innovative approach using problem-based learning to integrate curriculum themes in a nursing undergraduate programme. Nurse Education Today, 23, 219-225. Retrieve from:
  22. Yadav, A. (2009). Teaching of Economics. New Delhi, India: Anmol. Retrieve from: