Perception of Non-Law Students on the Combined Lecture- and Problem-Based Learning Approaches


To fulfill the accreditation requirements of professional organizations, business law is commonly included in the business programs in higher education. However, business students, particularly at the sub-degree level, are often challenged to study law. The literature suggests that a combination of lecture-based learning (LBL) and problem-based learning (PBL) approaches can enhance
student learning and outcomes. This study evaluates the perceptions of accounting and business majors on the effectiveness of these combined teaching modes in studying business law. Survey data were collected from 262 respondents who enrolled and studied business law with this dual teaching mode during the academic year 2012–2013. Findings reveal that under this approach of learning, students are motivated and more engaged. They benefit from group dynamics, including collaborative and peer learning, social interaction, teamwork, task allocation, and confidence building. Overall, students are satisfied with this teaching mode.

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Poon, J. and Kong, M. (2014) Perception of Non-Law Students on the Combined Lecture- and Problem-Based Learning Approaches. Open Journal of Social Sciences, 2, 45-50. doi: 10.4236/jss.2014.25010.

Conflicts of Interest

The authors declare no conflicts of interest.


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