Application of Problem-Based Learning to Teaching the Critical Path Method
Publication: Journal of Professional Issues in Engineering Education and Practice
Volume 141, Issue 3
Abstract
This paper investigates the application of a problem-based learning (PBL) teaching methodology to a course on engineering project scheduling, which introduces the critical path method (CPM). During this course, students solved real-life civil engineering problems using PBL to compare PBL with traditional problem-solving methods. In the experimental design, the students were randomly divided into two groups. Traditional teaching sessions were imparted to the first group, which was designated as the control group, whereas the CPM was taught to the second group via the PBL teaching methodology. After the classroom sessions, an evaluation tool was applied: responses were analyzed using Wilcoxon and Fisher statistics, and a set of open-ended questions were qualitatively analyzed via a pattern-matching technique. The results for the group that utilized PBL were favorable; this finding demonstrated the efficiency of this tool for teaching CPM. In addition, the results for the students that applied PBL methodology demonstrated a high degree of acceptance of the CPM methodology, which motivates its implementation into teaching other subjects related to project scheduling in civil engineering.
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Information
Published In
Journal of Professional Issues in Engineering Education and Practice
Volume 141 • Issue 3 • July 2015
Copyright
© 2014 American Society of Civil Engineers.
History
Received: Jan 15, 2014
Accepted: Nov 12, 2014
Published online: Dec 22, 2014
Discussion open until: May 22, 2015
Published in print: Jul 1, 2015
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