Abstract
In the past few years, teaching staff have been motivated to engage students in different forms of communication. This quasi-experiment study presents the implementation of the problem-based learning (PBL) approach in the first-year classroom environment with the goal to enhance students' communication skills and promote their positive emotions toward learning. The study was carried out involving students studying in health, engineering and science fields. They were categorized into two groups, namely experimental (90 students) and control group (90 students). The study period lasted 4 weeks, during which the module was taught to 180 first-year students in both groups. The findings revealed the learning approach significantly affected the students' communication skills and their emotions concerning learning. Finally, conclusions were drawn from the study.