In a problem-based learning classroom, students
are given a problem, such as the one on the conquest of Singapore.
They have to discuss this problem, formulate solutions or explanations,
engage in self-study on the topic, and discuss the problemagain
at the end of the day to consolidate, and elaborate upon, knowledge
acquired during the day (Rotgans,O’Grady,&Alwis, 2011). In addition,
at the end of the session students were given a knowledge test to
determine the extent of their learning. The findings of their study
suggest that once the problem had been presented, students’ situational
interest increases significantly.