Problem-based learning and syllabus modification through backward design for achieving competencies, UNJFSC 2026

Abstract

Objective: To evaluate whether problem-based learning requires modifying the traditional (flat) syllabus into a backward-design syllabus to achieve competencies at UNJFSC, 2026. Method: An applied, non-experimental, crosssectional study with a predominantly quantitative approach was conducted, complemented by the researchers' own interpretation of the results. A three-point Likert-scale questionnaire (agree, neutral, disagree) was administered to 20 faculty members of the Faculty of Law and Political Science at UNJFSC. Results: 30% of faculty agreed that replacing the flat syllabus with a backward-design syllabus would help students achieve competencies, while 50% remained neutral and 20% disagreed. 60% considered that the Vice-Rectorate for Research is responsible for building research groups from the faculties. Regarding making students the protagonists of the class and the instructor a moderator, 25% agreed, 60% remained neutral, and 15% disagreed. Conclusion: The surveyed faculty of the Faculty of Law and Political Science mostly show a neutral position or lack of familiarity with backward-design syllabi, suggesting the persistence of the traditional, instructor-centered model. Strengthening faculty training in active methodologies and clarifying the role of the Vice-Rectorate for Research in building research groups are recommended.