000133107 001__ 133107
000133107 005__ 20240322124130.0
000133107 0247_ $$2doi$$a10.3390/su16041591
000133107 0248_ $$2sideral$$a137780
000133107 037__ $$aART-2024-137780
000133107 041__ $$aeng
000133107 100__ $$0(orcid)0000-0002-2405-4375$$aMuerza, Victoria$$uUniversidad de Zaragoza
000133107 245__ $$aImpact of Problem-Based Learning on the Perception, Understanding, and Application of Statistical Concepts in Business Administration and Management Students
000133107 260__ $$c2024
000133107 5060_ $$aAccess copy available to the general public$$fUnrestricted
000133107 5203_ $$aWe investigate the impact of the Problem-Based Learning (PBL) approach supplemented by student-created videos on the teaching of Probability Calculation and Inference Statistics in Business Administration and Management Studies. To that aim, we analyse survey results gathered from a sample of students from the Business Administration and Management and Law-Business Administration and Management degrees at the University of Zaragoza who participated in the PBL experience, focusing on their perceptions, skill development, dynamics of collaboration, and communication with teachers and classmates. Additionally, a comparative study of their final grades is conducted, comparing them with that obtained by students who did not engage in PBL. Our findings reveal that PBL significantly enhances students’ understanding and motivation, along with their communication with teachers, particularly among repeating students, and teamwork skills, particularly among beginners. Furthermore, students participating in PBL activities tended to achieve significantly higher grades than their nonparticipating counterparts did. Moreover, our study contributes to the discourse on sustainable education by highlighting the potential of PBL as a pedagogical approach aligned with the Sustainable Development Goals. By promoting active learning, collaborative problem solving, and communication skills, PBL fosters a culture of lifelong learning and empowers students to address real-world challenges in a sustainable manner. These findings have implications for educators, policymakers, and researchers seeking to promote sustainability in higher education through effective pedagogical practices.
000133107 536__ $$9info:eu-repo/grantAgreement/ES/DGA-FEDER/S35-23R$$9info:eu-repo/grantAgreement/ES/DGA/S41-23R
000133107 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttp://creativecommons.org/licenses/by/3.0/es/
000133107 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000133107 700__ $$0(orcid)0000-0003-1205-1756$$aGargallo, Pilar$$uUniversidad de Zaragoza
000133107 700__ $$0(orcid)0000-0002-5788-6661$$aSalvador, Manuel$$uUniversidad de Zaragoza
000133107 700__ $$0(orcid)0000-0002-8807-8958$$aTurón, Alberto$$uUniversidad de Zaragoza
000133107 7102_ $$14014$$2623$$aUniversidad de Zaragoza$$bDpto. Economía Aplicada$$cÁrea Métodos Cuant.Econ.Empres
000133107 773__ $$g16, 4 (2024), 1591 [24 pp.]$$pSustainability (Basel)$$tSustainability (Switzerland)$$x2071-1050
000133107 8564_ $$s2747577$$uhttps://zaguan.unizar.es/record/133107/files/texto_completo.pdf$$yVersión publicada
000133107 8564_ $$s2769852$$uhttps://zaguan.unizar.es/record/133107/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000133107 909CO $$ooai:zaguan.unizar.es:133107$$particulos$$pdriver
000133107 951__ $$a2024-03-22-09:47:04
000133107 980__ $$aARTICLE