Comparing Student Performance in Individual and Collaborative Problem-Based Learning in The Basic Power System Course

This study compares how well individual and group‑based problem‑based learning (PBL) work in an undergraduate electrical‑engineering course on basic power systems. We collected grades from two back‑to‑back semesters. In the first semester students learned in collaborative groups; in the second semester they worked on problems alone. When we looked at the marks, the solo assignments produced a clear gain. On average, students who worked alone scored 23.7 % higher than those in groups. Exam results tell the same story: the individual‑learning group met the target benchmarks, while the group‑learning cohort did not. Even so, both groups performed below the desired level on the exams. This shows that the teaching approach

still needs improvement. The paper suggests ways to build a hybrid model that boosts student confidence, holds each student accountable for analysis, and makes teamwork more effective in a demanding engineering curriculum. The findings can help create systematic ways to evaluate teaching changes in power‑systems education.

Message: Hi FE, I need help with “Comparing Student Performance in Individual and Collaborative Problem-Based Learning in The Basic Power System Course” in “Electrical Engineering Education”