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Introduction

Problem-based learning (PBL) is a student-centered approach that presents students with real-world problems that require critical thinking, problem-solving, and collaboration to solve. This approach has been widely used in various fields of study, including healthcare, engineering, and business, with positive outcomes reported in terms of student engagement, critical thinking skills, and knowledge retention. However, its effectiveness in journalism and media studies education has not been thoroughly explored.

In this thesis, we aim to investigate the effectiveness of problem-based learning in journalism and media studies education. Specifically, we will examine how PBL can enhance students’ critical thinking skills, creativity, and ability to work in teams, which are essential skills in the rapidly evolving media industry. By understanding the impact of PBL in journalism and media studies education, we can provide insights to educators on how to effectively incorporate this approach into their curriculum.

Table of Contents

Chapter 1: Introduction
1.1 Introduction
1.2 Background of study
1.3 Problem Statement
1.4 Objective of study
1.5 Limitation of study
1.6 Scope of study
1.7 Significance of study
1.8 Structure of the Thesis
1.9 Definition of Terms

Chapter 2: Literature Review
2.1 Definition and principles of problem-based learning
2.2 Theoretical framework of problem-based learning
2.3 Benefits of problem-based learning in education
2.4 Application of problem-based learning in journalism and media studies education
2.5 Challenges of implementing problem-based learning in journalism and media studies education
2.6 Strategies for successful implementation of problem-based learning in journalism and media studies education
2.7 Case studies of problem-based learning in journalism and media studies education
2.8 Comparison of problem-based learning with traditional teaching methods
2.9 The role of technology in supporting problem-based learning
2.10 Summary of literature review

Chapter 3: Research Methodology
3.1 Research design
3.2 Participants
3.3 Data collection methods
3.4 Data analysis
3.5 Ethical considerations
3.6 Validity and reliability
3.7 Research limitations
3.8 Research timeline

Chapter 4: Discussion of Findings
4.1 Participants’ perceptions of problem-based learning
4.2 Impact of problem-based learning on critical thinking skills
4.3 Effectiveness of problem-based learning in enhancing creativity
4.4 Students’ experiences with collaborative learning in problem-based learning
4.5 Comparison of problem-based learning with traditional teaching methods
4.6 Recommendations for incorporating problem-based learning in journalism and media studies education
4.7 Implications for future research

Chapter 5: Conclusion and Summary
5.1 Summary of findings
5.2 Conclusion
5.3 Contributions to the field
5.4 Recommendations for educators
5.5 Future research directions

Thesis Overview

The field of journalism and media studies is constantly evolving, with new technologies and platforms reshaping the way information is created, consumed, and disseminated. In this dynamic environment, it is crucial for educators to equip students with the necessary skills to thrive in the industry. Problem-based learning (PBL) has emerged as a promising approach to enhance students’ critical thinking, creativity, and collaboration skills, which are essential in the media industry.

This thesis aims to investigate the effectiveness of problem-based learning in journalism and media studies education. By conducting a comprehensive literature review, exploring the theoretical framework of PBL, examining case studies, and collecting data from participants, we seek to provide insights into how PBL can be successfully implemented in journalism and media studies education. Through this research, we hope to inform educators on the benefits, challenges, and strategies for incorporating PBL into their curriculum, ultimately enhancing students’ learning outcomes and preparing them for success in the media industry.

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