Student Perceptions of Problem-Based Learning: A Case Study of Undergraduate Applied Agrometeorology

Table 2

Summary of main comments, according to question number on questionnaire given to LWR314 students at all three survey dates (P1, P2, and P3) (Number of students who made comments on P1, P2, and P3, respectively, given in brackets under comments).

Question no.	Question	Comments
3	Do you prefer to work in a group or individually or both? Why?	Individually—less confusion (3, 3, 3) and less conflict (0, 3, 3).; Group—understanding improved (12, 8, 8).; Both—interaction aspect (3, 3, 4).
4	What is the most important thing/lesson you have learnt from this practical?	How Excel works (6, 2, 1).; Knowledge of the weather (9, 4, 0).; Knowledge of drought (0, 0, 4).; Critical thinking (0, 3, 3).
5	Do you feel that you benefited from the practical? How?	Yes—Knowlege accumulation (4, 7, 6); learnt applicability. (skills/practical application possible) (3, 7, 4); understanding improved (0, 3, 3).; No—No understanding (2, 0, 2); not applicable (1, 0, 0); programs difficult (0, 1, 0); too many practicals (0, 1, 0).
6	Do you prefer this type of (problem-based) practical to practicals which are not problem based? Why?	Yes—Critcal thinking (5, 3, 2); learnt applicability/skills (3, 1, 1); reenforces understanding (1, 2, 2).; No—It is difficult (1, 3, 4); no reason (2, 4, 0); confusing (0, 2, 0).
7	Do you think the practical has improved your knowledge and better prepared you for the workplace? Why?	Yes—Critical thinking (2, 1, 3); prepares for workplace (5, 0, 6); knowledge accumulation (2, 5, 2); learnt applicability/skills (1, 2, 2).; No—No understanding (2, 2, 2).
8	Do you have recommendations for improving the practical? Give your reasons.	Yes—More tutors (2, 0, 1); more patient lecturers (1, 0, 1); preparation before practical (2, 2, 2); memorandums (2, 2, 0); more examples (0, 4, 8).; No—No recommendations (8, 6, 6).; None—No answer (8, 7, 6).