Quantifying the Impact of Problem-Based Learning Enhanced by E-Learning: An Advanced Statistical and Effect Size Approach in Vocational Studies

Abstract

This research examines how effectively Problem-Based Learning enhanced by E-Learning (PBL-E) functions in vocational educational settings. The investigation utilized quantitative methodology and experimental design, examining 44 automotive engineering students separated into two equal groups—one experiencing the PBL-E approach and the other receiving conventional instruction. Researchers analyzed Covariance-Based Structural Equation Modeling (CB-SEM) data and calculated effect sizes with Cohen's d. Findings reveal that PBL-E substantially enhances academic performance and student satisfaction, demonstrated by a substantial effect size indicating meaningful positive outcomes. The research also demonstrates that merging PBL with e-learning technologies improves academic results and develops crucial workplace competencies, including teamwork and problem-solving abilities. These discoveries meaningfully expand vocational education research and provide practical guidance for creating more flexible and responsive educational programs that help address disparities in educational inequality.