Implementation of Problem-Based Learning Method in Geography Education at the University of Cape Coast: The Educator’s Lens on Factors

Samuel Bentil


Problem-based learning (PBL) is one of the innovative pedagogical methods used by universities in teaching geography courses. However, works on PBL as a method of instruction in geography education appears to dwell much on its benefits with less emphasis on factors limiting its effective implementation. This paper intends to bridge this gap by assessing the factors affecting effective implementation of PBL method in geography education at the University of Cape Coast (UCC), Ghana. The pragmatist research paradigm (Mixed method) mainly the Convergent parallel design was employed for the study. Census and purposive sampling techniques were employed whilst questionnaire and interview guides constituted the research instruments used in the study. The study found that large class size, loaded nature of the geography curriculum, traditional assessment (examination) system among others negatively affect the effective implementation of PBL method in geography education. In view of this, it is recommended that the Department of Geography and Regional Planning and the Department of Business and Social Sciences Education should provide support and guidance to students and instructors by setting up a fund where students can be levied as part of their fees or the departments can also use their internally generated funds to support the PBL implementation process.

Keywords: Geography Education, Problem-based learning (PBL), Factors, Constructivism, Implementation.

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