Use was made of adapted problem-based learning (PBL) practical exercises to address the disengagement of apprentices with the existing assembly-style electronic laboratory programme. Apprentices perceived the traditional routines as having little real-world relevance. This detracted from the value and benefit to them of the practical component of the subject. The object of the research was to gauge the value of any beneficial changes that may occur in the overall learning experience, resulting from the use of the PBL style exercises, as seen by the apprentices themselves. A single-cycle action research methodology was used. The apprentices received the new format very positively and responded well to the new environment. While particular areas were identified as requiring improvement, the outcome was very encouraging and indicates that the adapted PBL format, significantly developed and refined, is worth pursuing as a delivery strategy option for apprentice course provision. © 2010 The Vocational Aspect of Education Ltd.
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