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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.
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]
Copyright of Journal of Experimental Education is the property of Taylor & Francis Ltd 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: Psychology and Behavioral Sciences Collection
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  Data: The Effect of Guidance in Problem-Based Learning of Statistics.
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  Data: <searchLink fieldCode="AR" term="%22Leppink%2C+Jimmie%22">Leppink, Jimmie</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Broers%2C+Nick+J%2E%22">Broers, Nick J.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Imbos%2C+Tjaart%22">Imbos, Tjaart</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22van+der+Vleuten%2C+Cees+P%2E+M%2E%22">van der Vleuten, Cees P. M.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Berger%2C+Martijn+P%2E+F%2E%22">Berger, Martijn P. F.</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Experimental+Education%22">Journal of Experimental Education</searchLink>. 2014, Vol. 82 Issue 3, p391-407. 17p. 6 Charts.
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  Data: <searchLink fieldCode="DE" term="%22Problem-based+learning%22">Problem-based learning</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+solving+research%22">Problem solving research</searchLink><br /><searchLink fieldCode="DE" term="%22Project+method+in+teaching%22">Project method in teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Object-teaching%22">Object-teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+methods+research%22">Teaching methods research</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Journal of Experimental Education is the property of Taylor & Francis Ltd 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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        Value: 10.1080/00220973.2013.813365
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        Text: English
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        PageCount: 17
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      – SubjectFull: Problem-based learning
        Type: general
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      – SubjectFull: Project method in teaching
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              Text: 2014
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