Resource Efficiency in Problem-Based Learning: A Productive Struggle Perspective

Authors

Munyaradzi Maravanyika, Namibia University of Science and Technology, Namibia

Alpheas Shindi, Namibia Training Authority, Namibia

Published in

IST-Africa 2026 Conference Proceedings

ISSN: 2576-8581

ISBN: 978-1-905824-76-2

DOI: https://doi.org/10.67725/IST-Africa.2026.QTJR1780

Publisher

IST-Africa Institute and IIMC International Information Management Corporation Ltd

Published in Ireland

Abstract

Despite its potential for resource-constrained contexts, problem-based learning (PBL) remains concentrated in well-resourced institutions. This disparity raises questions about whether the inherent struggle of PBL becomes inequitably burdensome in an environment of resource constraints. This study examines whether effective PBL design can maintain productive struggle while minimising destructive struggle across resource spectrums. Using Data Envelopment Analysis (DEA), educational production functions, and temporal behavioural analytics on the Open University Learning Analytics Dataset (OULAD), 22 PBL-suitable courses representing 18,547 students were analysed. Multiple pathways to optimal efficiency spanning resource indices from 2.15 to 4.10 with comparable learning outcomes were identified. Collaboration intensity emerged as the strongest predictor of effectiveness (ß = 0.632, p < 0.001), while facilitation intensity showed a statistically nonsignificant effect. Struggle balance correlated strongly with outcomes (r = 0.76), with productive struggle achievable in low-resource configurations through effective pedagogical design. The findings challenge the assumption that quality PBL requires small groups, intensive facilitation, or sophisticated technology.

Keywords

Problem-based learning; resource efficiency; productive struggle; learning analytics; Data Envelopment Analysis; educational production functions; Global South higher education

Cite this paper

M. Maravanyika and A. Shindi (2026) "Resource Efficiency in Problem-Based Learning: A Productive Struggle Perspective", IST-Africa 2026 Conference Proceedings, Miriam Cunningham and Paul Cunningham (Eds), IST-Africa Institute and IIMC, 2026, ISSN: 2576-8581, ISBN: 978-1-905824-76-2, https://doi.org/10.67725/IST-Africa.2026.QTJR1780

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