Problem-based learning vs. role-playing: Which model better promotes student collaboration?

Abstract

Problem-Based Learning (PBL) and Role-Playing are instructional models that facilitate students in constructing critical thinking skills relevant to daily life while fostering interaction among peers, embedding collaborative values. This study aims to examine the influence of PBL and Role-Playing models on student collaboration in primary schools. The research adopts a quantitative approach using a quasi-experimental design. The participants were divided into three groups: two experimental groups, each receiving instruction through PBL and Role-Playing models, and a control group that was not exposed to either model. The findings reveal a significant difference in the impact of PBL and Role-Playing on students^ collaboration skills. Additionally, the results indicate that PBL outperforms Role-Playing, as evidenced by the higher average scores obtained by students taught using the PBL model. This research underscores the importance of integrating PBL into primary education to enhance collaboration and social interaction among students. The findings provide valuable insights for educators seeking effective teaching strategies to promote teamwork and cooperative learning. Future studies are recommended to explore the long-term effects of PBL and its adaptability to diverse educational contexts and student demographics.