133107 20260217205504.0 doi 10.3390/su16041591 sideral 137780 ART-2024-137780 eng Muerza, Victoria Universidad de Zaragoza (orcid)0000-0002-2405-4375 Impact of Problem-Based Learning on the Perception, Understanding, and Application of Statistical Concepts in Business Administration and Management Students 2024 Access copy available to the general public Unrestricted We 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. info:eu-repo/grantAgreement/ES/DGA-FEDER/S35-23R info:eu-repo/grantAgreement/ES/DGA/S41-23R info:eu-repo/semantics/openAccess by https://creativecommons.org/licenses/by/4.0/deed.es 3.3 2024 ENVIRONMENTAL SCIENCES 178 / 376 = 0.473 2024 Q2 T2 ENVIRONMENTAL STUDIES 80 / 193 = 0.415 2024 Q2 T2 GREEN & SUSTAINABLE SCIENCE & TECHNOLOGY 67 / 103 = 0.65 2024 Q3 T2 GREEN & SUSTAINABLE SCIENCE & TECHNOLOGY 67 / 103 = 0.65 2024 Q3 T2 0.688 2024 Geography, Planning and Development 2024 Q1 Energy Engineering and Power Technology 2024 Q2 Environmental Science (miscellaneous) 2024 Q2 Renewable Energy, Sustainability and the Environment 2024 Q2 Hardware and Architecture 2024 Q2 Management, Monitoring, Policy and Law 2024 Q2 Computer Networks and Communications 2024 Q2 7.7 2024 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Gargallo, Pilar Universidad de Zaragoza (orcid)0000-0003-1205-1756 Salvador, Manuel Universidad de Zaragoza (orcid)0000-0002-5788-6661 Turón, Alberto Universidad de Zaragoza (orcid)0000-0002-8807-8958 4014 623 Universidad de Zaragoza Dpto. Economía Aplicada Área Métodos Cuant.Econ.Empres 16, 4 (2024), 1591 [24 pp.] Sustainability (Basel) Sustainability (Switzerland) 2071-1050 2747577 http://zaguan.unizar.es/record/133107/files/texto_completo.pdf Versión publicada 2769852 http://zaguan.unizar.es/record/133107/files/texto_completo.jpg?subformat=icon icon Versión publicada oai:zaguan.unizar.es:133107 articulos driver 2026-02-17-20:22:53 ARTICLE