Reality of Utilizing Problem Based Learning Strategy in University Teaching From Perspective of Faculty Members in Almajmah University

Abstract

This study aimed to identify the reality of use Problem Based Learning (PBL) strategy in University Teaching From Perspective of Faculty Members in Almajmah University, the study sample consisted of 45 male and female teachers were chosen purposefully after they under went a training program in strategy by the researcher. To achieve the objective of the study the researcher prepared a questionnaire consisted of 20 items distributed on two axes: the importance of PBL strategy, and the obstacles used in teaching, it was applied to the sample after confirmation of the validity and reliability. The results showed that after the data analyze for the responses of study sample to the questionnaire and the existence of an agreement among the participants on the strategic importance of teaching in that it is a method of teaching and thinking together, and encourage students to investigation and discovery to reach a solution, and The most important obstacles to the use of PBL: it Suitable classes with small numbers only, and need to be a long time in the planning, and needs to have equipment and tools to implement them. The results also showed no statistically significant differences between the average responses of faculty members attributed to the questionnaire for each of the variables of gender, specialty, and based on these results, the study concluded that a set of recommendations on the use of PBL's strategy in university teaching and to create the necessary conditions.