THE DEVELOPMENT OF PROBLEM-SOLVING ABILITY IN MANAGERIAL ECONOMICS THROUGH PROBLEM-BASED LEARNING

Abstract

          This research examines the effectiveness of problem-based learning (PBL) in developing problem-solving abilities among undergraduate business students enrolled in a Managerial Economics for Business course. The study pursued three primary objectives: 1) to compare academic achievement before and after implementing PBL, 2) to assess problem-solving abilities developed through PBL, and 3) to evaluate student opinions regarding PBL as a teaching methodology. The sample consisted of 27 second-year management students enrolled in a Managerial Economics for Business course during the first semester of the 2023 academic year. The research instruments included a problem-based learning plan focused on demand, supply, and market equilibrium; pre- and post-achievement tests; a problem-solving ability assessment form; and a student opinion questionnaire on the PBL approach.

            The results demonstrated that academic achievement scores after PBL implementation were significantly higher than pre-intervention scores at the .05 level of significance. Problem-solving abilities developed through PBL were rated at a good level. Additionally, students expressed highly positive opinions toward the PBL approach across all measured dimensions, including learning activities, classroom atmosphere, and perceived learning benefits. In summary, the findings confirm that problem-based learning (PBL) effectively enhances students’ practical problem-solving skills and deep learning, while fostering a classroom environment conducive to active participation. It is therefore recommended that instructors of Managerial Economics adopt PBL as a core pedagogical approach and design learning activities that are closely connected to real-world business contexts.