Advances in Anthropology, 2023, 13, 279-294

https://www.scirp.org/journal/aa
ISSN Online: 2163-9361
ISSN Print: 2163-9353

Cooperative and Problem-Based Learning

Practice in Islamic Education in Bahrain:
Strengths and Challenges

Amal Zayed Alzayed Aljalahma

Bahrain Teachers College, University of Bahrain, Manama, Bahrain

How to cite this paper: Aljalahma, A. Z. Abstract

A. (2023). Cooperative and Problem-Based
Learning Practice in Islamic Education in This paper investigates the influence of collaborative learning in Bahraini Is-
Bahrain: Strengths and Challenges. Ad- lamic educational systems when employing problem-based Learning (PBL). It
vances in Anthropology, 13, 279-294. is a case study of a girl’s secondary school, where PBL is implemented. This
https://doi.org/10.4236/aa.2023.134018
study employed qualitative methods in the form of semi-structured inter-
Received: August 1, 2023 views and observations for data collection. The 10 lessons of observational
Accepted: October 8, 2023 qualitative data emanated from the 4 class-based monitoring that occurred
Published: October 11, 2023 during the problem-based learning event. The other part of the qualitative
data was gathered by interviewing 19 students, 2 tutors, and 3 Ministry of
Copyright © 2023 by author(s) and
Educational consultants. This paper focused on participant’s perspectives
Scientific Research Publishing Inc.
This work is licensed under the Creative during interviews where a number of acts from the participants were taken
Commons Attribution International into consideration. Through observations, this research intended to explore
License (CC BY 4.0). how students act and react in cooperative learning and in which way it influ-
http://creativecommons.org/licenses/by/4.0/
ences their learning. During the teamwork, a wide array of opinions regard-
Open Access
ing how to solve problems were examined. This study suggests that the vary-
ing roles which are reflected by students alongside the available environmen-
tal factors enabled them to gain experiences of different types of learning as
well as enhance their self-directed learning skills. This has been to some de-
gree, a result of excellent task planning and monitoring. To add, tutors showed
a more assistive and nurturing role, while students collaborated to resolve any
provided issues. Students with clever understanding, creative ideas, and well-
advanced knowledge of different areas helped to create a motivational envi-
ronment, and this greatly assisted the creation of new ideas and enhanced the
team’s creativity. Such issues were explored through group discussions. As
suggested by this study, teamwork could facilitate the generation of fresh
knowledge; develop student’s comprehension, and analytical abilities.

Keywords
Problem-Based Learning, Cooperative Learning, Islamic Education, Arab

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A. Z. A. Aljalahma

Countries, Kingdom of Bahrain

1. Introduction
The purpose of the present research is to use case study of Islamic Education
(IE) classes in the Kingdom of Bahrain (KB) for Year 11 learners (namely,
learners who are 17 years old) to gain insight into the results associated with the
introduction of problem-based learning (PBL). The learning outcomes will be
subject to investigation and evaluation to facilitate the researcher’s understand-
ing of the degree to which PBL, a relatively new student-centred pedagogy in the
KB, constitutes an effective approach. It should be noted that the present re-
search will contribute new research findings to the extant literature given the
modern nature of PBL in Bahraini classrooms.
The extant literature relating to PBL details its central features along with the
way in which it is carried out in an educational context (Evensen & Hmelo,
2008: p. 2). One feature is that the issues learners are intended to handle in PBL
classrooms are multidimensional, thereby enabling wide-ranging analytical and
exploitative practices. Another feature is the student-centred nature of the ap-
proach. In terms of the way in which it is carried out, the three overarching steps
are as follows: 1) Learners are grouped into fives and sixes, with each group be-
ing allocated an instructor who plays the role of “facilitator”; 2) Issues or “prob-
lems” are allocated to the groups, a discussion arises among the learners and the
facilitator, and the facilitator contextualizes the problem to initiate and direct the
inquiry; and 3) Each group of learners investigates the problem from varied
perspectives to gain insight into its roots and viable ways in which to resolve it.
From the above steps, it is possible to distil the “process” in PBL as involving
the identification of the foundational dimensions of the allocated “problem”, the
definition of the fundamental points of knowledge that should be analyzed, and
the exploration of viable solutions. Based on the author’s primary research, it is
necessary to draw on data from the Quran and Sunnah to reinforce viable solu-
tions, and it is furthermore required that the analytical procedure along with the
process of deriving a solution is illustrated. At the end of the process, a period of
reflective practice is scheduled, in which each group’s facilitator will aid learners
in comprehending the key points of knowledge (Evensen & Hmelo, 2008). As
argued in a report issued by the KB’s Ministry of Education (MoE, 2006), learn-
ing is characterized by the greatest degree of effectiveness when learners engage
with tasks in an active manner, and cases of this include independent, self-admi-
nistered learning or group-based learning. The MoE (Ibid.) further states that its
policy is geared towards facilitating learners’ critical and creative faculties, pri-
marily because this is the crucial way to motivate freedom of expression and in-
novative activity. The significance of these outcomes—namely, free expression
and innovation—is emphasized when one considers the positive way in which

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 A. Z. A. Aljalahma

they impact KB’s advancement, politically, economically, and socially. In view of

the centrality of Islam to the cultural outlook of Bahrain, the fact that the reli-
gion is performing a critical function in the present period of development
should not be overlooked. The cardinal intention of IE is to facilitate learners’
maintenance of Muslim identity in conjunction with their acquisition of capaci-
ties that are useful in an environment characterized by versatile and fluctuate so-
cioeconomic and cultural aspects. Thus, taking the case study of IE in the KB at
the secondary educational level, the present research is purposed to evaluate the
degree to which the integration of PBL into pedagogical procedures positively or
negatively impacts learners’ progress. The research findings have defined certain
abilities among Bahraini secondary learners, including independent learning,
group-based learning, and critical thinking, and the author acknowledges the
expectation, widely held in the KB, that PBL will positively affect learners’ by fa-
cilitating the advancement of their capacity to reason and their ability to acquire
knowledge. These outcomes not only under gird the satisfaction of the goals of
educational policy in the KB, but they also form the basis of contemporary edu-
cational values and principles.

2. Literature Review
Each group in PBL classrooms is required to discuss an assigned problem, and it
is intended that the discussion, ideally multidimensional, will focus on the na-
ture of the problem, thereby enabling comprehensive insight to be gained by all
involved. Specifically, comprehensive insight can only be gained by gathering
critical information regarding the problem, formulating viable solutions, identi-
fying knowledge deficiencies, and creating relevant learning goals. Following the
discussion, each learner in a group is required to engage in an independent ex-
amination of the problem in line with the learning goals. The author will here
emphasize the degree to which PBL is successful and can be measured by refe-
rencing the way in which learners perform in their respective groups. As noted
by Bessant et al. (2013), it is possible to account for PBL as a “socially formulated
pedagogy” due to the way in which learners can participate in the act of know-
ledge creation. Saka and Kumaş (2009) emphasized that PBL and Cooperative
Learning (CL) are two of the most essential applications in physics education
that facilitate active learning. Based on the implementation of PBL in CLs, it has
been determined that: 1) Students reacted in accordance with the intended
course of action during daily practice, and 2) Students’ reactions were consistent
with the plans. 2) Students adopted the CL principles by utilizing the planning
section’s resources effectively to acquire skills. 3) They have performed well in
their shared responsibilities. 4) More intrigued by the scenario’s subject matter.
5) Students concentrated on finding solutions to the problems of daily life.
Along the same line, Smith et al. (1995) maintains that since PBL heightens
learner motivation while emphasizing collaborative learning, it has the capacity
to facilitate more enjoyment for learners. The small-group foundation of learn-

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ing that typifies PBL means that learners can participate in the exploration of
pertinent issues and, in turn, reflect on the process to identify their strengths and
weaknesses; this affords learners with a degree of control and responsibility
which can positively affect their learning outcomes (Savin-Baden & Major,
2004). In a case study addressing the employment of PBL for problematic learn-
ers, Samsonov et al. (2006) reported that mediocre learners derive the most not-
able advantages from the process in situations where their group includes excep-
tional learners. Although interesting, the implication of this finding is far more
important for the present study; to be specific, it demonstrates that the collective
knowledge generated from collaborative work is the central contributing ele-
ment to the efficacy of PBL. Over the course of best practice group tutorials in
PBL, as detailed in the literature, positive group-based work is driven by the re-
quirement that learners engage in a variety of roles, including facilitator, re-
searcher, recorder, encourager, timekeeper, and checker (Savin-Baden & Major,
2004; Evensen & Hmelo, 2008). Each role has distinctive responsibilities: the fa-
cilitator mediates the debate, guides the learners towards consistent commit-
ment to their role, and creates chances for all to contribute; the researcher ac-
quires and conveys important data; the encourager improves the learners inputs
and outputs; the timekeeper ensures the timely completion of tasks; the recorder
logs the group’s progress and presents a report; and finally, the checker interacts
with each learner to ensure their comprehension.
Since PBL group tutorials involve learners circulating from role to role, the
distinctive capacities required to successfully fulfil the responsibilities of each
role are transferred to the learner. Moreover, given the natural differentiation in
skills that exists among different individuals, the consistent oscillation between
roles guarantees that each learner will have responsibilities aligned with their
strengths. Yusof et al. (2012) claimed that to face the challenges of the 21st Cen-
tury (PBL) is touted as one of the effective teaching and learning methods. In
engineering education, where the enrolment and class size are high, PBL is more
practical although the implementation is difficult to monitor. Cooperative learning
(CL) is identified to have the added elements to develop groups into functional
learning teams. Combining both CL and PBL results in cooperative problem-
based learning (CPBL) framework to guide students through the PBL cycle ac-
cording to CL principles and to develop the whole class into a learning commu-
nity. A sample case study affirms the need for supporting students to learn in
their teams, and the final outcome of positive development and experiences in
team working while undergoing CPBL. Yusof et al. (2012) used a case study of a
group in the Process Control course as an example, the problem-based coopera-
tive learning elements provide the necessary scaffolding for developing team-
work skills when implementing PBL in a class that is composed of small groups
in a medium to large class. CPBL’s strong emphasis on cooperative learning
compels students to collaborate with team members and the entire class. All
students who participated in CPBL in the Process, Control and Dynamics course

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 A. Z. A. Aljalahma

acknowledged the importance of teamwork. Although students may initially en-

counter difficulties while participating in CPBL, the framework’s collaborative
components could equip them with the means to surmount obstacles. After one
semester of CPBL, it is not surprising to discover that students who initially dis-
liked working in teams have grown to appreciate and enjoy the experience.
As noted by Barrows (1989), this format affords each learner an equal oppor-
tunity to participate in the discussion, and it ensures that the session fulfils its
objectives in a timely manner. An important point was raised by Tennant (1997)
in the context of a discussion centering on collaborative learning in mature edu-
cation; the researcher suggested that the supposition that a team’s requirements
must be aligned with the individuals’ requirements posits a certifiably rare form
of concordance. Every member of a group has distinct learning goals, and each
has the capacity to engage with and derive value from the abilities of their coun-
terparts. This is defined as cooperative learning by Albanese (2001), which is
characterised by the way in which success can only be achieved in the measure
that group operations are aligned towards each member facilitating their
achievement. Albanese (Ibid.) defined a series of elements that underpin coop-
erative learning, including collective objectives, shared knowledge, mutual bene-
fits, and complementary roles. Muijs and Reynolds (2007: p. 69) suggest that
despite the advantages associated with small-group learning, critical downsides
exist, most prominent among which is the appearance of dominant hierarchies;
because of this, independent learning can be backgrounded while reliance on
dominant individuals, generating the “free rider effect”, is foregrounded. More-
over, small-group learning can bolster misconceptions. Accordingly, several ad-
vantages are associated with the small-group work conducted in PBL classrooms
regarding learner-learner and learner-instructor relationships (Schmidt et al.,
2011). When considered in relation to a conventional, large classroom environ-
ment, bonding is less likely to occur than it is in small-group learning. Further-
more, increased participation regularly arises in the latter from the pressurised
environment, thereby promoting assiduous engagement. A particularly notable
finding noted that learners are more likely to stay in school where small-group
learning is foregrounded because of the non-cognitive side effect. In case study
research conducted by Nurzaman (2017), it claims that MTsN Bangunharja’s
model of moral cultivation employs three methods: classical cultivation me-
thods, extracurricular activities in the form of religious activities, scouting, ath-
letics, and Islamic art, and moral habituation. Problem-based learning models in
MTsN Bangunharja are implemented using the following steps: find the prob-
lem, define the problem, determine the facts, develop preliminary estimates, in-
vestigate, enhance the problem once it has been defined, conclude collaborative
problem-solving alternatives, and test solutions. The problem-based learning
and teaching models at MTsN Bangunharja have been shown to enhance stu-
dents’ character qualities. In another case study research conducted by Imafuku
et al. (2014), the researchers examined the process by which Japanese learners

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produced group-based knowledge in a PBL tutorial, and it was argued that the
goal of interdisciplinary PBL is to afford learners the opportunity to generate the
required capacities to collaborate with diverse health practitioners. Furthermore,
Imafuku et al. noted that the act of learning was moderated by the learners’ cul-
tural suppositions, professional roles, their perceptions regarding other profes-
sional roles, and their perceptions relating to collaborative learning. Ultimately,
the key implication of the study is that interdisciplinary PBL can result in the
enhancement of the learners’ capacity to learn cooperatively (Ibid.). This sup-
ports the view that creating knowledge is not simply an independent procedure;
rather, learning is a social construct that arises in the context of guardian, in-
structor, and learner relationships. Thus, the construction of a social learning
environment through the promotion of collaborative work and discussion can
capitalise on this.
Additional studies have reinforced the notion that PBL improves learning
owing to the collaborative, group-based setting. After implementing PBL in a
Taiwanese primary learning environment, Li (2012) emphasised in his report
that a critical component of his research process was to refrain from explaining
to the learners why they were working in groups until the final PBL session; this
is because he wanted to bypass their sense of being acted and instil a sense that
they were cooperating with the researcher. Even so, Li’s work provided an ac-
count of the advantages associated with group-based learning, thereby heigh-
tening their understanding of how collaborative practices can be effective.
Similarly, in a study conducted by Saka and Kumaş (2009), they claim that the
implementation of PBL demonstrates to practitioners how PBL can be imple-
mented in CL groups. In addition, the development of best practice documents
based on such research to establish a baseline of effective physics teaching appli-
cations. Wesam Salah Alaloul, Abdul Hannan Qureshi (2022) reported that for
fundamental engineering courses, problem-based learning (PBL) methodologies
are considered adequate. The integration of cooperative learning and PBL me-
thodologies creates an uplifting atmosphere for students. The obtained results
support the students’ effective adoption of the PBL system. However, a few areas
were identified as requiring special attention, including PBL workload, strain
due to additional course content, and PBL assessment opportunities. It was
demonstrated that the majority of students viewed PBL methodologies as more
convenient and effective for learning than traditional approaches. Also, Yusof et
al. (2012) used a case study of a group in the Process Control course as an exam-
ple in engineering education, the integration of cooperative learning elements
provides the necessary scaffolding for developing teamwork skills when imple-
menting PBL in a class comprised of small groups in a medium to large class.
CPBL’s strong emphasis on cooperative learning compels students to collaborate
with team members and the entire class. All students who participated in CPBL
in the Process Control and Dynamics course acknowledged the importance of
teamwork. Although students may initially encounter difficulties while partici-

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 A. Z. A. Aljalahma

pating in CPBL, the framework’s collaborative components will equip them with
the means to surmount obstacles. Therefore, it is not surprising that after one
semester of CPBL, students who initially disliked working in teams have grown
to appreciate and relish the experience.

3. Methodology
To come up with a successful approach, the study should be achieved under the
appropriate research design, paradigm, and data collection techniques. In other
words, conducting successful research depends on adopting an effective designa-
tion which is framed out of the methodological reflection, research aims and
questions. As Robson (2011) notes, the implication of this is that a researcher’s
choice of research design is determined by the issue of what will yield appropri-
ate results. The author of this paper selected the presented research’s data collec-
tion and analytical techniques based on what generated the most reliable and va-
lid response to the research questions, and this is naturally necessitated by a
consideration of the research context. It had been determined that a case study
strategy was appropriate for the investigation and evaluation of PBL in IE in the
KB, and secondary-level IE lessons at a school for girls who have been used to
implement a module on Marriage and Family Life using PBL resources created
by the author. 10 sessions were conducted to gather qualitative information in
the form of observations, and this involved 4 class-based monitoring processes
over the course of the PBL initiative.

4. Sample
Every piece of research, as suggested by Morrison and Scott (2007) requires a se-
lection of research participants. Therefore, the adopted sampling process of this
study was a purposive one. Purposive sampling represents the participants who
seemed to be more informative and competent; because, as described by Max-
well, they were ‘‘privileged witnesses to an event’’ (Maxwell, 2012: p. 97). Qualit-
ative information had been gathered through observations conducted over the
course of the PBL module for Marriage and Family Life. Observation was identi-
fied as a variable way to log the nature of the classroom environment during the IE
PBL module. By conducting semi-structured interviews with 24 participants—19
learners, 2 instructors, and 3 curriculum experts—it has been possible to facilitate
information triangulation, which is an effective way to ensure the comprehensive-
ness and validity of the findings. Furthermore, by involving three classes of partic-
ipants in the interviews, it has been possible for the author to address issues that
could not otherwise have been addressed. Additionally, semi-structured interviews
are a useful way to collect a wealth of qualitative information regarding partici-
pant reactions to the PBL approach. It should finally be noted that these inter-
views were conducted after the completion of the IE PBL module, and the for-
mat and questions involved in the interviews were determined by consideration
of the observations.

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5. Data Analysis and Discussion

The way in which group work is conducted in the context of PBL is distinct from
other pedagogies. One example of this variability can be seen when considering
cooperative learning, which involves each individual in a group taking certain
responsibilities to refine a wide range of abilities. Savin-Baden and Major (2004)
demonstrate that group-based learning does not merely relate to the adoption of
a certain class of learning instruments or strategic approaches; in opposition to
this, it requires that students develop an awareness of the fact that learning is
impacted by contextual, temporal, and spatial issues, in addition to the nature of
their input into the learning environment. The adoption of specific roles in the
context of group-based learning must take place for the purpose of facilitating
positive outcomes. Despite this, the learners in the IE PBL module were not re-
quired to perform a static role over the course of the module, and the interviews
requested that the learners respond to the following question: “Did you have a
specific role to fulfil in the task?” Learner Shunonh responded as follows:

“Well, I ran on different tasks. One learner read the problem, another ex-
plained the idea and another presented example based on real-life condi-
tions. Then, my group and I connected the problem with the outside envi-
ronment to find a suitable answer. Another learner related the task to her
own practice and applied her skills. We switched these roles from time to
time which permitted me to expand a variety of different skills. We really
educated one another and shared these skills within the group, so it was a
very positive learning practice”. (Interview 5 Student)

The outcomes demonstrate that engagement with various roles exposes the
learners to non-uniform experiences and, as such, refines a range of abilities. In
this way, fostering a learning environment in which learners are required to
switch between roles raises the level of various skills, including group reading,
skimming, scanning, communication, and information retrieval. Another ques-
tion in the interview requested that learners compare the experience of provid-
ing a solution to a problem independently to doing it in a group, and learner
Marah responded as follows:

“No, working in groups is better, as they say, ‘Two heads are better than
one’. Working in groups, we can create more ideas and discuss different
opinions and might my classmate have a different idea from me. Addition-
ally, we can gather more evidence and more knowledge based on previous
practices and understanding when we work in group work. This is helpful
for me and my classmates as it permits us to discover more effective an-
swers at a much quicker pace.” (Interview 6 Student)

This is reflective of the way in which group-based collaboration encourages

learners to create novel ideas, thereby enhancing their knowledge. Consequently,
the experience improves the capacity of learners must address issues and, more-
over, articulate their ideas in a clear and open manner. In line with this,

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group-based debate allows learners to express their own ideas while exposing
them to the ideas of others. Several learners were presented with a question re-
garding the way in which discussions and debates are managed, and learner Fa-
tima stated the following:

“In this situation, we listened to the different views and then directed a dis-
cussion in order to persuade each other to change or I can say to amend our
opinions if necessary to find an appropriate answer to the problem”. (Inter-
view 9 Student)

Learner Noor underlined the significant part that group discussion plays:

“One of the significant skills that I have learnt in the debate within a group
is the ability to differentiate between facts and opinions”. (Interview 8 Stu-
dent)

Group-based learning fosters an environment in which the team is collectively

engaged in a single task that requires collaboration. Learners can articulate their
perspectives in an open manner since the attention and respectfulness of their
teammates is ensured.
Nevertheless, it is important to acknowledge that the views regarding group-
based learning were not uniform. Instructor May highlighted the importance of
managing the team’s dynamics and, because of this process’s crucial nature, ar-
gued that it should be facilitated by an instructor who has a comprehensive
knowledge of the learners; this is because such knowledge can guide the compo-
sition of groups, thereby ensuring a positive combination of personalities for
learning:

“It was in general a good experience; though, some groups contained active
students, so the group was highly communicative. Another group contained
mostly passive or calm girls, so their level of collaboration was significantly
lower.
In running this module, I suggested that the groups must be restructured.
This would allow me to form new groups with different levels of stimulus
and intelligence.” (Interview 1 Teacher)

This reflects the criticality of group composition, and the author has found
that the ideal group should be composed of learners of varying characters and
academic capacities. It should also be noted that a team’s dynamics are not en-
tirely dependent on academic capacity, and it should be noted that, given some
students can be highly intelligent yet introverted, character is significant. The
importance of having a mixture of characters is important due to the way in
which learners consider their counterparts when performing in a task, and
Samsonov et al. (2006) highlights that an effective mixture ensures a productive
balance of comprehension regarding the topic.
Following the completion of each lesson, an open discussion was conducted
with each group to facilitate the examination of learner attitudes. Learner Marah

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stated the following:

“This conversation exposes any missing ideas and may produce new points;
I might have been wrong or have offered weak resolutions concerning the
issue and this conversation gives me and my classmates the chance to certi-
fy that we have made the right decision”. (Interview 6 Student)

For the last discussion, it was necessary for every group to establish a conclu-
sion with the support of Shari’ah information. For the PBL observation on No-
vember 5th 013, the author noted that one group exchanged a last discussion
with a different group and cited identical evidence as follows:

“And give the women [upon marriage] their [bridal] gifts graciously. But if
they give up willingly to you, then take it in satisfaction and ease”. (Quran,
Sura An-Nisaa, Verse no 4).

One of the learners in a group rehearsed the “Their bridal gifts” passage and
suggested that the pronoun indicated it was the right of the woman to concede
as opposed to her father. This represented a particularly insightful answer that
won the admiration of the learners and instructor alike.
The important role an open discussion plays can be understood when one
considers how it allows learners to reflect on their own experience by exposing
them to the views and approaches adopted by the different groups. In this way,
open discussions among the groups’ present learners with the chance to engage
in the evaluation of their decision-making from a multidimensional point of
view.
An additional beneficial point associated with open discussions was raised by
learner Qamar:

“This open discussion reviews the important concepts and facts that have
been debated during the session. I sometimes disagree with Nada about
how she decided on her solution. We can then continue debating the matter
and generate new ideas, an aspect of the procedure that I really appreciate.”
(Interview 10-line Student)

Qamar’s point highlights that open discussions of this kind are useful in al-
lowing learners to distil the central elements of the discussion from various indi-
viduals, and it provides a chance for groups to collaborate and share their un-
derstanding, their approaches, and their perspectives. In addition to the fact that
such an environment often extends beyond the classroom context, it is notable
that group members often convey ideas to each other that are useful in daily life.
Learner Samar stated the following:

“I aim to reach some agreeable ideas, particularly with those who have dif-
ferent ideas on say polygamy in my group. In some cases, we did not make
any resolution for the problem. So, to discuss the case I went to a different
class. For example, my friend Rufaidah who was not participating in the
programme.” (Interview 15 Student)

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Each learner identifies a broad range of ways in which an issue can be re-
solved, and it is pertinent to note that no single group has an overwhelming im-
pact on any other group in terms of the final determinations. This raises a criti-
cal characteristic of PBL in that, by the completion of the session, several solu-
tions have been identified by employing an evidence-based approach (ACS,
2014). It should be noted that Islamic jurisprudence is not infringed on in situa-
tions where multiple solutions are generated.
Furthermore, an important way in which the distinctive capacities of a learner
can be identified is by placing them in a situation in which they can be critically
and reflectively active; group discussions are precisely such an environment.
This indicates that PBL is a viable way to achieve the goal of constructivism
which, as noted by Savery and Duffy (1995), is to foster a learning environment
in which independent thought arises among learners.
A key research finding was that the IE PBL module presented learners with
the opportunity to develop their capacities, and one of the interview questions
asked students to comment on the degree to which their skills were advanced.
Learner Shahd stated the following:

“When I and my group solved the issue, we exploited our capabilities and
all our facts, ideas, and opinions to obtain a written answer. We described
the idea and made sure other classmates in other groups understood what
evidence we had. I mean, there was an experiment. We expressed our ideas
of views to each other.” (Interview 18 Student)

Instructors underlined the fact that the additional skills were harnessed by the
period of PBL, as represented by instructor Jamila:

“In the groups that I had, there were already some innovative learners and I
predicted they would offer creative ideas. The thing which amazed me was
that there were less able learners, and I did not expect them to participate
efficiently in the events. They were able to provide brilliant and creative
ideas.” (Interview 2 Teacher)

The author requested that Jamila state a situation in which this form of crea-
tive activity arose, and she responded in the following way.

“In the topic lesson about the ‘wife’s rights’, it is written in the textbook that
it is the wife’s responsibility to do the housework. Through dialogue, the
students established that it is the husband’s responsibility to offer a person
to do the housework. It is not the wife’s responsibility.” (Interview 20 Stu-
dents)

One of the curriculum experts, Ahmed, noted that learners were generating
novel viewpoints in this session, and he stated the following:

“Yes, that is true, and this is cited in the corrections introduced to the text-
book. But it is interesting that learners revealed this by themselves.” (Inter-
view 1 Curriculum Specialist)

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A. Z. A. Aljalahma

The key insight that can be derived from these findings is that group-based
learning presented learners with the opportunity to occupy various roles and,
due to this, to advance diverse capacities. It is also notable that high-level colla-
borative activity across the group promotes a rise in the level of understanding
and creativity displayed by learners, and the group can subsequently explore
novel viewpoints. Additionally, the implementation of an open discussion
among the groups following the completion of each session enabled learners to
evaluate their approaches and ideas in relation to those of other groups.
The present research has advanced the degree to which the learners can arti-
culate their viewpoints in an open manner, and this is primarily because learners
were motivated to express and justify their approaches to assigned issues. For the
purpose of illuminating the way in which PBL functions in a secondary educa-
tional environment in the KB, interview questions were posed to students to
examine whether they were motivated to articulate their viewpoints in the ses-
sions. Considering all the responses, it is possible to conclude that the free and
open nature of expression was of such a high level that learners could challenge
the perspectives of their instructors. Many learners noted that they could pro-
pose their own views and debate these with teachers to establish consensus. In
addition, learners considered the solutions of different groups and evaluated
whether they were more or less appropriate; in certain cases, learners revealed
that this process shifted their viewpoint, thereby facilitating a more effective so-
lution. All in all, this was highly beneficial for their development.
For the PBL session on 3rd November 2013, instructor Jamila commenced the
session by expressing her thanks to the learners regarding the way in which they
performed for the previous session on dowries. In response to this, a learner noted
that comprehensive agreement had not been established, and Jamila emphasised
the common nature of having multiple viable solutions in the PBL method.
As noted, the ability to articulate perspectives freely and to investigate and as-
sess various viewpoints is a central characteristic of the PBL method. In the
present context, it is clear that PBL motivated the learners to derive suitable so-
lutions and to consider contrasting viewpoints.
In terms of the expression of viewpoints, learner Sarah drew attention to one
difficulty:

“Some learners within groups in some cases did not change their minds.
They kept defending their ideas of views and they did not admit other
learners’ opinions.” (Interview 2 Student)

Contrastingly, instructor Jamila interpreted this phenomenon in a different

way:

“This is a noticeable skill that you can find. At the beginning of the pro-
gramme, they did not have this kind of skill, as they believed that their de-
cision was completely right. After a while, and through the processes of
PBL, they accepted the ideas and views of others.” (Interview 20 Student)

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 A. Z. A. Aljalahma

This highlights that Sarah’s protestation can be attributed to the nature of

their previous education, characterised by the inability to articulate ideas openly.
Given Jamila’s emphasis on the way in which the educational experience of
learners was fluctuating continuously over the course of each session, it can be
concluded that PBL positively influenced most learners’ learning behaviour.
The following question was presented to the curriculum experts: “Do you
think that articulating a viewpoint should be limited to the high-level learners, as
suggested in the MoE’s Teacher’s Guide?” One respondent, Nwal, stated the fol-
lowing:

“Three ability groups in the class. The objective of expressing opinions is

only given to high-level students. However, in PBL, it is valuable to com-
prise other levels.” (Interview 2 curriculum specialist)

The results are indicative of the fact that learners were introduced to viable
ways to handle arguments by articulating their viewpoints and using eviden-
tiary support; consequently, over time, learners’ proficiency in group-based
learning increased. As noted in the literature review, PBL can constitute a
more entertaining and engaging pedagogy for learners owing to its collabora-
tive nature (Smith et al., 1995), and it is equally important to acknowledge that
mediocre and below-average learners can benefit enormously by interacting
with high-level learners (Samsonov et al., 2006). Moreover, Barrows (1989)
claim that this is a useful way to facilitate inclusion while advancing comprehen-
sive skills.
This study’s findings suggest that the learners’ capacity to acquire knowledge
independently has been developed by the IE PBL module, and this can be ac-
counted for in part by referencing the way in which the team activities were ef-
fectively organised and managed. The instructor entered the role of guide to fa-
cilitate the exploration of multidimensional viewpoints that relate to a single is-
sue, and this included each student in the discussions. A process of this kind has
been shown to produce novel ideas while promoting innovative activity in a co-
operative way. The findings are supportive of Samsonov et al. (2006), Elizabeth
and Zulida (2012), Bessant et al. (2013), and Imafuku et al. (2014), all of whom
reported that learning in a group context promotes active learner engagement
with assigned topics while determining information requirements; furthermore,
each researcher has emphasised that the procedure drives the creation of sugges-
tions regarding viable ways to solve the problem. It should furthermore be noted
that the findings in the present study relate to the tenets of constructivists, a
group which is characterised by its emphasis on the positive impacts cooperative
work can have in assessing learner understanding and analytical capacity (Savery
& Duffy, 1995; Hartle et al., 2012). However, Yew and Goh (2016: p. 78) claim
that “the phases or components of the PBL process influence students’ learning,
causal models suggest that the PBL process, as described by the PBL literature,
that begins with problem analysis, Followed by self-directed learning and a sub-

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A. Z. A. Aljalahma

sequent Reporting phase, is important to predict students’ learning, and that

having only the collaborative component or the self-directed learning compo-
nent is insufficient”.

6. Conclusion
Based on the findings from the interviews and observations, the researcher suggests
that CL and PBL practice increased learners’ motivation and self-confidence. This
practice supports their learning process; as it reduces their nervousness, worries,
and hesitation, and makes their learning easier when adopting positive attitudes
toward their learning as well as the provided material. Learners were more ac-
tive, enjoying sharing and exchanging information, ideas, and opinions. It also
helped learners to develop several skills: Self-directed learning skills, problem-
solving skills, critical thinking skills and communication and teamwork skills.
The researcher also suggests that one of the main challenges when implementing
CL and PBL is that they need much more time to be assigned.
As the name suggests, the process of problem-solving lies at the core of the
problem-based learning (PBL) approach. The purpose of the approach is to pro-
vide learners with an opportunity to develop an understanding of a topic while
working in a team and demonstrating independent learning. Group-based
learning is a highly effective way to allow learners to assume various responsibil-
ities, thereby facilitating the development of a diverse skill set. Moreover, colla-
borating with other learners produces novel viewpoints and, because of this, it
refines collective knowledge with discussion and debate. In view of these con-
siderations, it is possible to conclude that PBL has made a significant contribu-
tion to IE by way of its student-centred nature, its inclusivity, and its foregroun-
ding of communication.
The fact should not be overlooked that PBL is also advantageous, because of
its allocation of responsibility to each student as a necessary, active, and produc-
tive participant within the learning environment. This stems from the way in
which PBL promotes collaborative activity in combination with the advance-
ment of knowledge, opinion, experience, and material transmission. However,
more demand-controlled experimental research therefore needs to be carried out
to discover the procedures and the roles of each member in the group behind
cooperative learning working in PBL.
To sum up, this study concludes that the Problem-Based Learning model can
support the development and improvement of the learner’s character. Moreover,
the problem-based cooperative learning elements could provide the necessary
scaffolding for developing teamwork skills when implementing PBL in a class
that is composed of small groups. CPBL’s strong emphasis on cooperative
learning compels students to collaborate with team members and the entire
class. All students who participated in CPBL in the Process Control and Dy-
namics course acknowledged the significance of teamwork. Although students
may initially encounter difficulties while participating in CPBL, the collaborative

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 A. Z. A. Aljalahma

framework components could equip learners with the means to surmount ob-
stacles. After one semester of CPBL, it was not surprising to discover that stu-
dents who initially disliked working in teams have grown to appreciate and en-
joy the experience.
The author of this study recommends the implementation of PBL approach in
hand with the cooperative way of learning in Bahraini classrooms for better crit-
ical thinking, communication, and collaborative skills, and in turn better learn-
ing, outcomes and personalities. That will not be reached without more effective
staff development programmes, which are designed to improve and develop the
professional competency of the staff, and curriculum makers. Teachers need to be
supported to change their roles from being just information transmitters to more
student-centred classrooms. All of that could be incorporated into both; the formal
and informal professional learning as well as the staff development programmes in
order to develop the culture of reflectivity and reflective learning.

Conflicts of Interest
The author declares no conflicts of interest regarding the publication of this pa-
per.

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