Student Perceptions Change in a Chemical Engineering Class using Cooperative Problem Based Learning (CPBL)

This paper reports a phenomenological study of a class of third year Chemical Engineering students first experience in undergoing a course using Cooperative Problem Based Learning (CPBL). The main purpose of this study is to understand the students’ perceptions on CPBL in two aspects; (1) the student perceptions and acceptance on the learning approach; and (2) what the students gained from the learning process. The paper illustrates the pattern of perception change among the students and how CPBL affects the students’ mastery of the content knowledge (Process Control), problem-solving, team-working as well as self-esteem. Concurrently, this study also investigates the role played by the lecturer in affecting the students’ perception change. Through classroom observations and interviews for one whole semester, the results are reported in three stages: (1) the beginning; (2) the middle; and (3) the end of the semester. The findings have wider relevance for evaluating student assessments of CPBL in Engineering Education.