Few of the papers published in journals and conference proceedings on problem-based learning (PBL) are empirical studies, and most of these use self-report as the measure of PBL (Beddoes, Jesiek, & Borrego, 2010). The current study provides a theoretically derived matrix for coding and classifying PBL that was objectively applied to official curriculum documentation in a content analysis. The results for the level of problem-based learning in two engineering program curricula are presented. By introducing such a matrix, this study offers a tool that can be applied by other scholars examining PBL, creating consistency in methodology, definitions, and language among scholars.
Sipes, S. M.
(2016). Development of a Problem-Based Learning Matrix for Data Collection. Interdisciplinary Journal of Problem-Based Learning, 11(1).
Available at: http://dx.doi.org/10.7771/1541-5015.1615