This study was set out to establish if adopting problem-based learning (PBL) techniques would effectively address the teaching and learning challenges at the University of Kisubi (Unik). Using Faculty of Education as a study sample, the quasi-experimental pretest-posttest nonequivalent group design was utilized where a class of 39 students was assigned to control group (19) and experimental group (20). The pretest results revealed that the performance of the two groups did not statistically differ (p-value = 0.409 > 0.05). However, the mean scores indicate that students in the experimental group performed slightly better than their counterparts in the control group ((Formula presented.) <inf>TMI</inf> = 53 < (Formula presented.) <inf>PBL</inf> = 57.10). Although improvement was observed in both streams at the posttest level (p-value 0.0384 < 0.05) for control and experimental (p-value = 0.0329 < 0.05), respectively, their mean scores did not statistically differ ((Formula presented.) <inf>TMI</inf> = 53 < (Formula presented.) <inf>PBL</inf> = 57.10). But there was a consistent improvement in learning effectiveness with a consistent corresponding reduction in cognitive overload in PBL stream, although on average, PBL was as effective as the traditional mode of instruction (TMI). This therefore stands to reason that replacing TMI with PBL method is not the ultimate solution to the teaching-learning challenges faced by the Faculty of Education at the moment, rather, understanding how learning takes place in a particular academic culture and how those learning activities mutually shape each other to influence the acquisition of knowledge, desirable attitude, and skills should be the cornerstone to creating an enabling learning environment at the faculty. © 2022 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license.
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