The Quantitative and Qualitative Study of the Effectiveness of the Problem-based Learning Approach in Teaching Research Methods.
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| Title: | The Quantitative and Qualitative Study of the Effectiveness of the Problem-based Learning Approach in Teaching Research Methods. |
|---|---|
| Authors: | Kaeedi, Azam1 a.kaedi@gmail.com, Esfahani, Ahmad Reza Nasr1 arnasr@edu.ui.ac.ir, Sharifian, Fereydoon1 f.sharifian@edu.ui.ac.ir, Moosavipour, Saeed2 moosavipour@araku.ac.ir |
| Source: | Journal of University Teaching & Learning Practice. 2023, Vol. 20 Issue 5, preceding p1-27. 29p. |
| Subject Terms: | *Problem-based learning, *Teaching methods, *Research methodology, *Active learning, *Academic achievement, Quantitative research |
| Abstract: | Research methods is an essential ingredient of postgraduate programs across a wide range of social science disciplines. The purpose of this study was to compare the effectiveness of problem-based learning (PBL) and lecture-based learning (LBL) approaches to teaching research methods through a mixed-methods approach in an explanatory sequential design. The quantitative data were collected following a quasi-experimental design whereby two classes of research methods in a postgraduate program randomly received either an LBL or a PBL treatment. To assess students' academic achievement, a final exam on the course was used. The results indicated a higher academic achievement of students in the PBL class compared to LBL class. The qualitative data were gathered through a semistructured interview to gain deeper insight into the quantitative results. The thematic analysis of the interviews showed that PBL led to deeper and more meaningful learning, increased students' knowledge in their field of specialty, provided more enjoyable and active learning, increased the students' skills in doing their thesis projects, enhanced their autonomy and independence, and also promoted their dignity and status. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of University Teaching & Learning Practice is the property of Open Access Publishing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 169903634 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: The Quantitative and Qualitative Study of the Effectiveness of the Problem-based Learning Approach in Teaching Research Methods. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Kaeedi%2C+Azam%22">Kaeedi, Azam</searchLink><relatesTo>1</relatesTo><i> a.kaedi@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Esfahani%2C+Ahmad+Reza+Nasr%22">Esfahani, Ahmad Reza Nasr</searchLink><relatesTo>1</relatesTo><i> arnasr@edu.ui.ac.ir</i><br /><searchLink fieldCode="AR" term="%22Sharifian%2C+Fereydoon%22">Sharifian, Fereydoon</searchLink><relatesTo>1</relatesTo><i> f.sharifian@edu.ui.ac.ir</i><br /><searchLink fieldCode="AR" term="%22Moosavipour%2C+Saeed%22">Moosavipour, Saeed</searchLink><relatesTo>2</relatesTo><i> moosavipour@araku.ac.ir</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+University+Teaching+%26+Learning+Practice%22">Journal of University Teaching & Learning Practice</searchLink>. 2023, Vol. 20 Issue 5, preceding p1-27. 29p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Problem-based+learning%22">Problem-based learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Research+methodology%22">Research methodology</searchLink><br />*<searchLink fieldCode="DE" term="%22Active+learning%22">Active learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Quantitative+research%22">Quantitative research</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Research methods is an essential ingredient of postgraduate programs across a wide range of social science disciplines. The purpose of this study was to compare the effectiveness of problem-based learning (PBL) and lecture-based learning (LBL) approaches to teaching research methods through a mixed-methods approach in an explanatory sequential design. The quantitative data were collected following a quasi-experimental design whereby two classes of research methods in a postgraduate program randomly received either an LBL or a PBL treatment. To assess students' academic achievement, a final exam on the course was used. The results indicated a higher academic achievement of students in the PBL class compared to LBL class. The qualitative data were gathered through a semistructured interview to gain deeper insight into the quantitative results. The thematic analysis of the interviews showed that PBL led to deeper and more meaningful learning, increased students' knowledge in their field of specialty, provided more enjoyable and active learning, increased the students' skills in doing their thesis projects, enhanced their autonomy and independence, and also promoted their dignity and status. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of University Teaching & Learning Practice is the property of Open Access Publishing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.53761/1.20.5.07 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 29 StartPage: 1 Subjects: – SubjectFull: Problem-based learning Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: Research methodology Type: general – SubjectFull: Active learning Type: general – SubjectFull: Academic achievement Type: general – SubjectFull: Quantitative research Type: general Titles: – TitleFull: The Quantitative and Qualitative Study of the Effectiveness of the Problem-based Learning Approach in Teaching Research Methods. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Kaeedi, Azam – PersonEntity: Name: NameFull: Esfahani, Ahmad Reza Nasr – PersonEntity: Name: NameFull: Sharifian, Fereydoon – PersonEntity: Name: NameFull: Moosavipour, Saeed IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: 2023 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 14499789 Numbering: – Type: volume Value: 20 – Type: issue Value: 5 Titles: – TitleFull: Journal of University Teaching & Learning Practice Type: main |
| ResultId | 1 |
