American Research Journal of Humanities and Social Sciences

This research highlights the experiences of sixteen undergraduates who studied Macroeconomics at a higher education institution in Trinidad and Tobago called Prestigious College. The students used the Problem-Based Learning (PBL) approach for the first time and were extremely excited and anxious about learning through the use of the PBL strategy. Furthermore, they were quite willing to deviate from the traditional instructional method to accept the PBL. A review of the existing literature within the local context, indicated that there is a dearth of information about the experiences of these undergraduates who study Macroeconomics, using the PBL approach at Prestigious College. Hence, their voices and opinions about their experiences are absolutely necessary since they can be a catalyst for the proper creation of policy and implementation of PBL in this country. Moreover, their voices and opinions answer the research question: What are students´ experiences with Problem-Based Learning in the study of Macroeconomics at Prestigious College? Consequently, an action research which used a case study was employed to adequately ascertain their experiences. It involved semi-structured interviews with four focus groups. Data were collected, collated, analyzed and narrated using two major themes: PBL motivates learners and PBL facilitates self-directed learners. Recommendations strongly advocating student-centered strategies were also offered.