Assessing student workload in Problem Based Learning: Relationships among teaching method, student workload and achievement. A case study in Natural Sciences

This study examines student workload after a change in teaching style from lecture to Problem Based Learning and Cooperative Learning, and its relationship with student outcomes. Results show that the change clearly overloads students if it is not adequately planned and monitored. Marks, drop-outs and attendance were markedly better with the new instruction method, but also with a higher workload. The main conclusion is that calculating student workload in terms of hours is very important, but especially when implementing a change in teaching style.

Research highlights
► Proposed method approach the time student spend working, identifying over/underloadings.
► Student workload monitoring is essential when a change in teaching method is done.
► At least two evaluations of the workload are required to get more realistic time averages.
► PBL demands more time than lecture, probably due to the development of the skills required.
► PBL and cooperative learning influence positively on student performance.