Exploring the Impact of Problem-Based Learning on the Emotions of Business Administration and Management Students

Understanding how students perceive and respond to different teaching methods is crucial for enhancing learning and improving academic outcomes. This study investigates the impact of Problem-Based Learning (PBL) on students’ emotions and performance in inferential statistics. Using a survey of Business Administration (ADE) and Management and Law-Business Administration (DADE) students at the University of Zaragoza, the study analyzes PBL’s emotional and academic effects. Emotional factors before and after PBL implementation are examined across gender, age, degree program, and first enrollment in the course. The findings highlight PBL’s positive impact, correlating with higher academic performance. While no significant gender differences are found, DADE students report higher positive feelings than ADE students, suggesting greater relevance in double degree programs. Younger students exhibit a more positive predisposition towards PBL, indicating openness to innovative learning methods. Moderate positive correlations between post-PBL emotions and final grades emphasize the importance of emotional well-being in academic success. Negative correlations with fear, anxiety, and shame highlight the need to address these emotions to optimize student performance. These findings suggest designing pedagogical strategies that foster both effective learning and emotionally healthy environments.