Creativity or Conformity?

Building Cultures of Creativity in Higher Education

A conference organised by the University of Wales Institute, Cardiff in collaboration with the Higher
Education Academy
Cardiff January 8-10 2007

Making Sense of Economics:

Designing Educational Scenarios for Problem Based Learning
Karen Sunita Arul
Republic Polytechnic, Singapore
e-mail karen_s_arul@rp.sg
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Abstract
Many who profess to enjoy the study of Economics attribute this interest to the relevance
it has to our daily lives. Economics is everywhere, as evident from the fact that it is
largely derived from empirically observed human behaviour. Therefore, learning
Economics cannot be confined to lecture theatres, study halls and textbooks. An effective
impartation process has to facilitate the students ability to apply the content
appropriately by plugging him/her into a real world context. While the success of the
above hinges on the students own attitude and aptitude to understand and apply, the
pedagogy plays a critical role in realizing this outcome. This paper therefore looks at
Problem Based Learning (PBL) as a bridging solution to the theory and assimilation of
Economics. The author will provide insights on how PBL, which promotes critical
thinking and learning, is used to effect stronger and more meaningful learning by turning
Economics into an experiential module. Students are intentionally taken out of their
comfort zones at every lesson to question and solve thereby not only enhancing content
absorption but also their retention capacity.
Keywords: Problem-Based, Economics, Experiential, Learning, Scenarios

Making Sense of Economics

Making Sense of Economics: Designing Educational Scenarios for

Problem Based Learning
Introduction
A good academic standing does not necessarily lead to a good career. Although studies
have shown that good grades typically correlate with higher pay, this may be confined to
starting pay. In a Baccalaureate and Beyond Longitudinal Study (2003), the lower GPA
holders garnered higher pay increments than that of their more academically achieved
counterparts in the later working years (Appendix 1). A separate report (Universities
Failing, 2004) documented findings indicating that many Universities fail to prepare
students for science based careers. These universities instead focus on preparing them for
academic careers. The science taught in schools is often detached from everyday life and
work experience. Unfortunately, this is a common phenomenon around the world.
Admittedly, many of us too came from myopic educational systems that prepared us for
no further than that final exam. Our academic rigor was driven by the need to recall
information and facts (Duch, et. al 2001), with little emphasis on higher order thinking
and creative problem solving skills.
Given that the world after graduation is not just about definitions, formulas and
application of concepts in hypothetical settings, this paper suggests Problem Based
Learning (PBL) as a means to better prepare our students to face the world upon
graduation. While PBL seems to be gaining popularity with medical institutions1,
statistics also show that in the case of Economics, PBL enhanced student learning for all
teachers who adopted the strategy and may increase learning over the lecture-discussion
method (Maxwell, Mergendoller & Bellisimo, 2005).
In this paper, PBL as a creative pedagogy will be covered in two parts. The first
will emphasize how PBL (and its supporting infrastructure) is an integral part of RPs
learning culture. The second will delve more deeply into the cognitive implications of
each stage of the process with special reference to Economics as a case study. It will
illustrate how the team converted Economics into an experiential module by leveraging
on its importance to human beings versus its importance as a subject, through designing
customized educational scenarios. While we recognize that lectures and tutorials have
served the education field well, this paper suggests PBL as a way to further capitalize on
a subjects worth, so as to better prepare our students with the right expertise,
professionalism and interpersonal skills for life after school.
Republic Polytechnics Creative Learning Culture: Problem-Based Learning in a
Borderless Environment
In Republic Polytechnic (RP), any member of staff who lectures violates the basic tenet
of RPs underlying education culture and philosophy founded on the constructive theory
of learning - where the learner actively builds knowledge (Huitt, 2003).
1

Authors Donner, R. S. & Bickley, H (1993) cited a journal indicating that 100 medical schools had
reported the use of PBL.

Making Sense of Economics

Unlike traditional methods, learning is not purely topic driven. Students are
instead exposed to concentric learning where each problem is not compartmentalized by
topics, but revolves around issues that are later substantiated with the theories that most
traditional systems impart upfront. Every problem spills into various areas reinforcing
subsequent topics, thereby developing the understanding level by level. PBL is in essence
a paradigm shift in education for it reverses the direction of learning. It takes experiences
as the starting point and then crystalises them by attaching the theories or formulas that
define them and by so doing induces creativity through critical thinking.
Every student in RP covers a total of 30 modules, of which 262 are problembased. This means no didactic form of instruction but rather lessons that are driven by a
problem. The problems covered are in the form of issues that students could face
upon leaving polytechnic either for work or further education. They are practical enough
to prepare the students for confronting pragmatic issues; and at the same time rigorous
enough to meet advance standing requirements of partner universities.
Each problem or issue is carefully designed such that it is broad enough to occupy
the students for a whole day (from 8:30 am 4:00 pm) and focused enough to allow for
its completion. The problems are delivered through a wireless network. Research is done
via the internet, through resources delivered electronically or books in the library. The
classroom setup is strategically designed to aid teamwork (of 5 per team) to achieve
creativity from synergy generated through active brainstorming and collaborative
research and inquiry.
The daily process of PBL in RP is structured along the following chronology.

The four modules that are not Problem Based are : Creative Engagement, Professional Profiling and the
Final Year Project (this forms 2 modules)

Making Sense of Economics

Time (hrs)
0830 - 0930

Session3
Meeting 1

0930 1030

Breakout 1

1030 1130

Meeting 2

1130 1400

Breakout 2

1400 - 1600

Meeting 3

Activity
Problem statement release: Here students see the problem for the
first time and enter into a state of cognitive dissonance as they cross
a cognitive gap in their understanding. At this point in time,
students are essentially lost but attempt to overcome their
discomfort by contextualizing the problem and identifying the facts,
ideas and learning issues which they use to direct their own
learning.
Self-directed learning & brainstorming continued (with the aid of
a worksheet4). Students now begin to see the light and are motivated
to push ahead by their intrinsic desire to see results. This
accelerated learning momentum enhances their predisposition to
creativity through critical thinking.
By this meeting, students would have learnt inductive and deductive
processes, developing alternative points of view.
Development of Plan of Action. Based on the brainstorming and
first round of information uncovered, students start assessing the
relevance and value of the information acquired in relation to
addressing the problem. They also come to a conclusion based on
their collective findings and move ahead to justify their findings.
Presentation and Reflection on the days work.

The whole learning process above is an act of discovery, motivated by student

curiosity (Donner & Bickley, 1993). Students solve the issues on their own through
original ideas and different view points. By the end of their three years, students would
have been challenged by a total of 416 issues, making them competent in the art of
tackling problems. The development students get from such an exposure is unparalleled
to that of traditional modes of teaching. Not only are they more proficient at addressing
issues but also become critical thinkers with a confidence and creativity level
significantly higher than what they started with. Through informal feedback channels,
parents shared that they observed noticeable changes in their children. They are now
more vocal and better thinkers than previously. 53 universities have also indirectly
accredited our system by entering into advance standing agreements with us, with several
more still in discussion.5 We have also received positive feedback from staff in some of
these universities that our students are doing well.
Economics @ RP: PBL as a Means to an End
At RP, elementary Economics is taught to students undertaking the Business Computing
Diploma with the mission to train them as middle-level professionals to support the
technological and economic development of Singapore (Alwis & OGrady 2002). Some
3

The facilitator is present only during the meetings. During the breakout, the students work on the problem
independently.
4
The worksheet is essentially a list of thought provoking questions for the students to ponder on or work
through.
5
As we had not collected sufficient critical mass to gather meaningful data, most universities drew their
conclusions on our worthiness by observing our classes and examining our curriculum coverage and
problem design

Making Sense of Economics

might even pursue pure business paths in life, all the more enforcing the need to focus on
the practicalities of the diploma.
In the Diploma for Business Computing, the coverage of the Economics module
complements that of the other modules in the diploma. The framework of each module is
not decided in isolation but vetted and approved by the Office of Academic Affairs who
manages the overall fit of the modules within the entire programme.
The paradox of Economics is that many students claim that it is too abstract for
understanding. A possible reason could be that the notion of Economics is such that
students of the module are often too dominated by certain principles and terminologies
that it limits their true experience of the subject.
While students comprehend the world in narrative ways, the Economics that we
teach takes much of the narrative out and what story is left behind is not all that
interesting. (A shock happens, then markets adjust-or not- and now watch what
happens.) Good teachers make up for this problem by inserting little stories
whenever they get a chance. But if my analysis is correct, this only postpones the
problem and does not solve it. (Klamer, 1995)
Economics, as noted from Klamers quote, has potential to be milked even more.
In addition to giving students the chance to score well to reach that higher initial
stepping stone after graduation, Economics has the capacity to serve an even greater
purpose. A student who understands the basic concepts of Economics will understand
social participation.
Secondly, Economics is part of everyone it is not just confined to those who
study the subject. Even bus drivers for instance, play an important part in industry
development by contributing to the greater part of the enabling infrastructure for the
economy to operate. Yet, they acquire this second-natured skill (that is so valuable to us)
from the trade, rather than through studying Economics. It is not just economists who
know Economics everyone does. It is a matter of how formalized the knowledge is.
Having established both the importance of Economics and the fact that most of us
are already sub-consciously practicing it, it is therefore safe to say that many of us have a
greater knowledge of and affinity for the subject than what most educational systems
credit us for. Traditional systems assume that we start off with minimal or no knowledge
(Duch et. al, 2001) and take the liberty of levying huge piles of information on us. RP is
about the first institution in Singapore to completely discard the lecture-tutorial based
system approach for the delivery of the Economics module. Within Economics, PBL
becomes an enabler to deepen the educational experience of our students to effect
stronger and more sustained learning by leveraging on that instinctive knowledge within
(each individual), while integrating it with the appropriate environmental manifestations
that shape learning.

Making Sense of Economics

Economics at RP is also different, primarily due to the reversal of flow of

information. For instance, supply and demand are not taught upfront as basic concepts.
Rather, they are imparted as a consequence of a desire. The greater the desire, the more
one is willing to struggle for it. This greater willingness is reflected in terms of the
monetary value that one is willing to part with. Such a comprehension aids the
empathetic understanding of the student and assimilation of knowledge in the shape and
behavior of the demand and supply schedules.
Demystifying PBL: Breaking Down the Process into its Psychological Components
Studies carried out by educators now serve as a strong foundation for todays approach to
experiential learning. Dewey (1933) stressed on practical learning in preparation for ones
career. Lewin (1951) studied the effectiveness of group dynamics while Piaget (2006)
studied cognitive development in the different stages of ones mental development, while
working on the process of developing knowledge and not just content. This paper adopts
Kolbs (1984) perspective, which is an integration of Deweys Lewins and Piagets view
with that of his own to offer a holistic integrated perspective of learning that combines
experience, perception, cognition and behavior (Kolb, 1984 p. 21).
Learning is personal (Beard & Wilson 2005, p. 18). Kolb defined learning as a
process whereby knowledge is created through the transformation of experience.
Experiences therefore form the catalysts of learning. As such, information best resonates
with students when it is linked to their experiences whether in the form of making
purchases (demand, supply and pricing), incurring consumer tax (public finance) or
withdrawing money (liquidity ratio). The entire pedagogical approach of Economics @
RP rests on the principle of helping our students help themselves - by internalizing the
information and making sense of the concepts by drawing on their own experiences. It is
important to note that Economics at RP is not just about backing up daily activities with
fancy economic theory. Rather, it is about using the practicalities and momentum of daily
life as a basic enabler to understanding the complexities of the world in a sophisticated
context. The paragraphs below outlines the 5 main stages of cognitive processes
employed in realizing critical learning to meet the learning objectives set out for our
students.
Stage 1 : The Trigger
The need of thinking to accomplish something beyond thinking is more potent than
thinking for its own sake (Dewey, 1933). As such, we do not start lessons by loading
heaps of information to our students for them to ingest. Instead, we provide them with a
sense of purpose by leading them to a situation of need where through research and
critical reflection, the application of the theory gradually emerges in their intellect,
fostering in them the ability to infer the learning objectives for themselves, thereby
cultivating a sense of wisdom through exercising their metacognitive skills.
The situation of need; or better known as the trigger (or problem statement)
usually takes on the form of a scenario, interesting event or a mission - something that

Making Sense of Economics

indicates a goal to be reached or an anomaly to be deciphered. The students role is to

reach that goal or to find the appropriate explanations for the anomaly.
The problem statement gives character to the topic. It should be ill structured
enough to instigate a sense of disturbance to throw students out of their comfort zones. A
good problem should also have:
A sense of reality or external validity6
Sufficient scope for comprehensive coverage : after solving the problem, the
student should be able to apply the concepts derived in other appropriate settings
as well, not just the one outlined by the problem statement
A stimulus
A connection to the solution
Qualitative or quantitative qualifiers where needed : to limit the possibility of a
student going so off tangent that no real value is added to learning
An appropriate detailing of information: students should be able to discern the
important information from the redundant. After all, that is how the real world
presents itself to us.
Appended below is an example of a problem statement for Economics. Since it is
a Lesson 1 problem, it is designed for 19 year olds who are formally introduced to
Economics for the first time.

In creating a mock economy within a classroom setting, it is important that the results derived should
characterize real situations

Making Sense of Economics

Week 1 : I Will Survive!

A boat capsized and its only occupant, Henry, got washed ashore onto a deserted island.
Henry began to worry about his survival as he saw no sign of civilization on the island.
After much thought, Henry realized that the only way to survive would be to tap on the
resources of the island. As such, he scoured the island and discovered the following:
i. Deers running around
ii. Trees growing sporadically with edible fruit. The trees also had ample twigs and
were surrounded by dry leaves.
iii. Abundant sunlight that reached the entire island
After analyzing the island, Henry concluded that he could reap the following:
i. Deer meat
ii. Dry wood from the trees
iii. Fire from the wood & sunlight
What was Henrys dilemma and how did he manage his survival strategies? Relate your
learning issues from the island to production in a general economy.
Note : Problem is to be worked through with an attached simulation programme
Upon arriving at the solution, students are expected attain a good grasp of: scarcity, the
production possibility frontier, opportunity cost and an economy. These learning
objectives, although not apparent in the problem statement, were intentionally made so.
Hiding the learning objectives stretches the minds of the students by allowing them to
suspend judgment (Dewey, 1933) and delve into the situation as if they are an active part
of it. A simulation program (Appendix 2) complements the scenario by helping the
students integrate with the island economy on a surely but steady basis, ensuring that they
play a logical and emotional part in Henrys dilemma every critical step of the way.
The problem statement here is critical in the sense that it introduces a formal
understanding of Economics to the students for the first time. It was therefore simplified
to a 1-person, 2-activity economy. Anything more could result in distracting the students
with complicated graphs or 3-dimensional understanding.
Stage 2 : Brainstorming
Within their teams (of 5), the students will first contextualize the problem, devise an
appropriate plan to solve the situation and identify the obstacles faced by brainstorming
on the:
i) information at hand : students start here by identifying information useful to
attaining the solution by discerning the relevant information from the redundant

Making Sense of Economics

(from the problem statement) and recalling information from their institutional
knowledge that could aid in the journey towards the solution
ii) missing information or cues : students identify the obstacles or limitations of the
information provided
iii) information that needs to be obtained : based on i) and ii), students now
brainstorm on the information needed to arrive at the answers. This information is
what the students will seek out in order to attain the solution.
It is important to note that it is not the final solution that is key, but the journey in
attaining the solution that inspires a sense of sustainable intellectual development. To
embark on this journey, it is important to defer judgment till the end for without doing so,
critical thinking faces the danger of arriving at a premature end.
The role of the facilitator here is to allow the students this period of confusion for
it is when their minds are disturbed that they are most likely to engage in critical
thinking. Bearing in mind that different students possess different dynamics in terms of
perceiving, understanding, formulating and assessing based on their unique aptitudes and
experiences, the facilitator should refrain from being didactic i.e. providing convictional
information or imposing his/her own style of understanding for this will interfere with
the cognitive process. The student takes the lead in thinking with the facilitators at most
facilitating the assessment of their (the students) own suggestions.
Stage 3 : Reasoning & Reflection
Once the problem is properly framed, the analysis and reasoning take centre stage. In this
case, the reasoning is guided with the help of the home written simulation programme7.
Students are not left alone to fend for themselves. They are furnished with some
direction to their cognitive efforts through a form of scaffolding configured in a
worksheet.
Stage 4: Inference
Now that the students have journeyed hand in hand with Henry, they develop an
empathetic affiliation due to which they attach themselves more strongly to his
predicament and become active players in his economy. The terms and concepts that we
intended to impart to the students now become an integral part of them such that they not
only know their definitions and theories, but feel them as well. To lock in the learning,
students now have to apply the learnings back to the problem with further analysis. With
the stronger resonance now possessed by the students, it becomes more natural to
substitute meat and fruits with capital and consumer goods and explain the PPC from the
perspective of a nation, knowing very well from Henrys experience that the theory
covers the general but not the intricate details that may arise in varying forms and have to
be dealt with on a case to case basis. To further reinforce the learning, resources on
7

Please refer to Appendix 2

Making Sense of Economics

10

related issues are provided so that the learner identifies with the usage and application of
the new knowledge gained.
Within the team, the appointed leader of the team who manages the discussion is
then responsible for the representation of the teams work. He leads the team in organizing
the relevant information that transpired from the discussion into a presentation format
that reflects the teams conclusion made with respect to the problem statement.
Although many may argue that learning is a private affair of the learner, the
research and overall learning is carried out in teams of five for the following reasons:
i)
division of labour (Garland, 1995): a typical problem has coverage that spans
substantial width and depth. Learning an entire topic within a day can be
challenging, making solo effort close to impossible. By splitting up the research,
the coverage of the required depth and width can be achieved
ii)
peer teaching enforces knowledge : when students teach each other, the
knowledge that they acquire remains more entrenched in their minds compared to
just absorbing it once
iii)
factoring of different view points: no two people are the same. Everyone sees and
interprets things differently. Group interaction involves members raising doubts
or offering their points of contention in exchange for the others perspective. Such
deliberations and exchange of information spawns higher levels of critical
thinking and brings the student to a higher degree of knowledge
iv)
development of social interaction skills : working with others, managing different
personality types, managing conflict and considering different points of view
adds to the students social dimension of learning.
Stage 5 : Reflection on the Process
In such a setting, the temptation for some students to free-ride exists. To reduce this
likelihood, all students are required to reflect on their own contribution to the teams
work through a self assessment and to feedback on their team members contribution
through a peer assessment. Creating a sense of awareness of how each of them functions
and contributes as part of the team is crucial in shaping their attitudes towards future
contribution and development.
Reflection here is distinguished from the reflection in stage 3 for here students are
made to reflect less on the content and more on the process of learning. Besides the need
for self awareness, reflection also acts as a building block to knowledge acquisition.
Meaningful reflection increases the strength of the students learning strategy and
knowledge acquisition over the period of learning. At the end of each lesson, students
take time out to reflect on their experience of the day in acquiring knowledge. Such
reflections also help the facilitator better understand student dynamics and customize
their approach to the class.
Conclusion

Making Sense of Economics

11

Based on our student feedback (Appendix 3)8, we strongly feel that experiential learning
has worked well. Economics ratings surpassed that of the other two business modules in
all but one category. Although all 3 modules adopted the PBL mode, the Economics
module stressed more on the experience aspect. The numbers imply that not only did
the module appeal to the students more, its design also enabled them to think critically
and learn more effectively.
The purpose of education is to stimulate inquiry and skill in the process of
knowledge acquisition, not by memorizing a body of knowledge. Knowledge is a
process, not a product (Brunner, 1966 p.72) 9. Once that process becomes a part of us,
we become an integral part of our greater environment, coping with its dynamism more
effectively. We believe that experiential learning through PBL induces a creative mindset
in the student and helps him/her cope more efficiently with his/her environment by
making knowledge a lifelong process and desire.
Acknowledgement
The author would like to express her sincere appreciation to Dr. W. A. M. Alwis, Director
Academic Affairs, Republic Polytechnic for his guidance and patience in helping to shape
this paper.

8
9

All students who took economics also took the other 2 business modules that it was compared against
The book by Jerome Brunner referred to by Kolb is : Toward a Theory of Instruction

Making Sense of Economics

12

Appendix 1
A Comparison Between GPA and Career Success
Table 1: Average Annual Salary in April 1994 (in 1997 dollars) and 1997 and The
Average Percentage Increase Between 1994 and 1997 Among Those Working Full
Time
Undergraduate
GPA
Less than 3.0
3.0 to 3.49
3.5 or higher

1994 Full-time
Salary In 1997
dollars ($)
25,017
25,782
28,222

1997 Full-time
Salary ($)

% Increase in
Salary

32,337
34,634
35,624

25.9
25.1
23.5

Source : Afarian, R. & Kleiner, B. H. (2003) The Relationship Between Grades and Career Success.
Management Research News. 26 (2-4), pp. 42 - 51

Making Sense of Economics

13

Appendix 2
Simulation Programme Accompanying Problem Statement
Skill Level Graph
Student has to use this to
indicate Henrys skill
level in (H) and (G). This
will affect output

Output
table

Activity Schedule
Indicates his allocation
of activities. Here he
spends 4 activity hours
hunting (H) and 4
gathering fruits (G)

Performance Factor Graph

Student has to adjust this graph to
indicate the effect of the combination
of meat and fruit consumption to
Henrys energy level.

Fig 1: Screenshot of Simulation Programme Accompanying Week 1s Problem

Statement

Making Sense of Economics

14

Table 2 : Simulation Program Functions and Learning Outcomes

Function

Purpose

Advance

To commence one run of

the programme

Start New

Clears the results from

the previous run

Translated into the intended learning

objectives
NA
NA

Activity List To allow the student to

choose the allocation of
activities in any given
day. The results of the
choice are demonstrated
in the Activity
Schedule. In Fig 1, 4Hs
and 4Gs indicate 4
activity hours of hunting
and 4 activity hours of
gathering fruits.

Scarcity & Choice and Making Assumptions

A maximum of 8 activities hours are allowed.
Anything less is under-optimization of
resources. Anything more is not possible given
the constraints of resources (time, labour,
sunlight, wood)

Holdings

Opportunity Cost (Constant) & PPC

For each of the 8 segments, one activity is
chosen over the other due to time and labour
constraints. Students are expected to plot the
maximum-output combination ratio. The first
combination schedule delivers a downward
sloping straight line indicating constant
opportunity cost.

To show the output level

4(H)s and 4 (G)s delivers
12 and 20 units of meat
and fruit respectively that
is one (H) achieves 3
units of meat and 1 (G),
5 units of fruit.

Students are encouraged to make assumptions

for reality checks and to qualify their problem
solving efforts. For example, they might see
that only 8 activity hours are allowed each day
and therefore he spends time making his
shelter outside the prescribed activity hours.

Here, the concept of opportunity cost is

introduced without cluttering the learning with
the increasing cost concept. Only after the
students get this, we move on to the higher
concepts the curved PPC.
Skill Level
Graph

To indicate Henrys skill

level in (H) and (G)

Shifting of the PPC

Students are to adjust the skill level graph over
time. The adjustment should reflect the
increasing dexterity in carrying out both
activities. The rate and proportion of the
increase is up to them and has to be
substantiated by justifications and

Making Sense of Economics

Function

15

Purpose

Translated into the intended learning

objectives
assumptions. Students should observe that the
output combination graph shifts outwards over
time as the skillfulness in (H) and (G) increase
with experience.

Performance To set the performance

Factor
such that the
combination of meat and
fruits affect the output.

Increasing Opportunity Costs

Here, the students are informed that a balanced
diet is important. Eating just fruits could
render one weak whereas eating only meat
could intoxicate ones digestive system. As
such, they should rationalize that a (4,4) input
combination would manifest the maximum
possible strength in Henry and therefore result
in the highest output combination. Giving up
one (H) to increase (G) would result in a less
than proportionate increase in comparison to
what was given up. This results in a convex
output combination curve.

Making Sense of Economics

16

Appendix 3
Economics vs the Other Business Modules
Table 3 : Student Feedback on Business Modules : A Comparison between
Economics and the Other Business Modules
Module Feedback
Economics Mod 1a Mod 2b
01) The outline clearly defines the aim of this module to me
4.56
4.30
4.38
02) Team work helps me
4.53
4.52
4.60
03) The problems allow me to explore solutions that I feel
would work
4.59
4.33
4.42
04) The problems make me think critically about
information and ideas
4.56
4.25
4.43
05) I think I can do well
4.25
3.88
4.08
06) Is interesting to me
4.49
4.08
4.12
07) In this module, the different assessment methods
(reflection journal, self, peer evaluation and quizzes)
promote my learning
4.51
4.08
4.20
08) I can make sense of the resources provided
4.35
4.10
4.00
09) Challenges me to develop my ideas further
4.51
4.28
4.31
10) I am able to relate what I am learning to the other
modules in my program
4.43
4.23
4.24
11) I am able to identify the learning issues for problems in
this module
4.47
4.23
4.26
12) I believe that my feedback is being used by the module
coordinator to improve this module
4.59
4.32
4.29
Notes
a
& b: Mod 1 and Mod 2 refer to the other two business modules that these Economics students took.
The scale rated from 1(totally disagree) to 6(totally agree).

Points 3), 4), 6), 9) and 10) especially are indicative of the effectiveness of the module
design in developing a students creative mindset through creative thinking.

Making Sense of Economics

17

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Afarian, R. & Kleiner, B. H. (2003) The Relationship Between Grades and Career
Success. Management Research News. 26 (2-4), pp. 42 - 51
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Republic Polytechnic 4th Asia Pacific Conference in PBL, Hatyai, Thailand Dec 2002.
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Barr, R., & Tagg, J. (1995). From teaching to learning: A new paradigm for
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Beard, C. & Wilson, J. P. (2005) The Power of Experiential Learning : A
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Dewey, J. (1933) How We Think Prometheus Books, New York, United States of
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Donner, R. S. & Bickley, H (1993) Problem Based Learning in American Medical
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Duch, B. J., Groh, S. E. & Allen, D. E. (2001) Why Problem Based Learning? A
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