In the face of declining attendance and retention rates, school are being encouraged to consider innovative teaching methods to re-engage students. One such approach gaining traction is problem-based learning (PBL), which emphasises hands-on, real-world problem-solving to foster deeper understanding and interest among students.
Recent data from the Productivity Commission reveals a concerning drop in national school attendance rates, decreasing from 88.8% in Year 7 to 84% in Year 10 over the past year. Public schools have been particularly affected, with only 73% of school students completing Year 12, down from nearly 80% in 2017.
In response, education experts at the University of South Australia (UniSA) are advocating for the integration of PBL to revitalise student engagement.
Researchers say the findings present alternative supports to the interventions outlined in the South Australian government’s $48m investment for disengaged high school students. Using a problem-based learning model, disengaged Year 13 Design and Technology students researched, planned, and built a playground for a low-income school.
UniSA’s Dr Chris Chimwayange says by linking learning to a real-life challenge, the project demonstrated how their academic content is applied within their community.
“Up to 20% of Australian and 25 to 30% of New Zealand students struggle with disengagement from school, which is often due to coursework that lacks real-world application,” Dr Chimwayange wrote in a media release published by MCERA.
“By looking at teaching and learning practices differently, we can find alternatives that can help students who are not engaging with the typical curriculum or might be slipping through the cracks.”
Here, the researchers sought to create a project and environment that empowered learners through project-based learning and service to their community.
“Through this approach, students learned to set achievable goals for their project, conducted market research to understand existing solutions and identify potential needs, and explored a wide range of design options to arrive at the best possible solution for the community,” Dr Chimwayange said.
“By giving students choice and autonomy over their learning process, they not only increased their critical thinking, confidence and self-esteem, but also their collaboration, teamwork and leadership.”
Dr Chimwayange said students also learnt how to respectfully express their perspectives, how to evaluate contributions without putting each other down, and how they can positively contribute to their local community.
Remarkably, the project reignited the passion for learning among previously disengaged students, helping them successfully complete their coursework.
Dr Chimwayange says while this project focussed on design and technology skills, the same principles can be applied across other disciplines.
“We strongly believe that disengaged students will participate more in learning if they can see how it relates to the real world, how it can help their communities, and when given the chance to make their own decisions,” Dr Chimwayange said.
“With student disengagement on the rise, it’s time to rethink traditional learning. We encourage educators and policymakers to explore problem-based community learning as a solution to declining engagement.”