The Effect of Guidance in Problem-Based Learning of Statistics.
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| Title: | The Effect of Guidance in Problem-Based Learning of Statistics. |
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| Authors: | Leppink, Jimmie (AUTHOR), Broers, Nick J. (AUTHOR), Imbos, Tjaart (AUTHOR), van der Vleuten, Cees P. M. (AUTHOR), Berger, Martijn P. F. (AUTHOR) |
| Source: | Journal of Experimental Education. 2014, Vol. 82 Issue 3, p391-407. 17p. 6 Charts. |
| Subjects: | Problem-based learning, Problem solving research, Project method in teaching, Object-teaching, Teaching methods research |
| Abstract: | Contrary to classical problem-based learning, in guided problem-based learning, the learning goals are predetermined by the instructor—on the basis of a detailed decomposition of the subject matter to be studied—to activate prior knowledge and to structure self-study and subsequent group discussion. This study investigated the effects of classical problem-based learning and guided problem-based learning, for different prior knowledge levels, on perceived value and usefulness of the learning activity and on conceptual understanding of statistics. Participants randomly assigned 110 students to 10 problem-based learning groups, and subsequently, the 10 groups were allocated randomly to classical problem-based learning or guided problem-based learning. The results indicate that guided problem-based learning tends to enhance conceptual understanding of statistics more thanbreak; classical problem-based learning once students have some prior knowledge of the subject. Furthermore, guided problem-based learning tends to increase students’ awareness of the value and usefulness of the learning activity. [ABSTRACT FROM PUBLISHER] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Contrary to classical problem-based learning, in guided problem-based learning, the learning goals are predetermined by the instructor—on the basis of a detailed decomposition of the subject matter to be studied—to activate prior knowledge and to structure self-study and subsequent group discussion. This study investigated the effects of classical problem-based learning and guided problem-based learning, for different prior knowledge levels, on perceived value and usefulness of the learning activity and on conceptual understanding of statistics. Participants randomly assigned 110 students to 10 problem-based learning groups, and subsequently, the 10 groups were allocated randomly to classical problem-based learning or guided problem-based learning. The results indicate that guided problem-based learning tends to enhance conceptual understanding of statistics more thanbreak; classical problem-based learning once students have some prior knowledge of the subject. Furthermore, guided problem-based learning tends to increase students’ awareness of the value and usefulness of the learning activity. [ABSTRACT FROM PUBLISHER] |
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| ISSN: | 00220973 |
| DOI: | 10.1080/00220973.2013.813365 |
