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The Effect of Guidance in Problem-Based Learning of Statistics.
- Source :
-
Journal of Experimental Education . 2014, Vol. 82 Issue 3, p391-407. 17p. 6 Charts. - Publication Year :
- 2014
-
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]
Details
- Language :
- English
- ISSN :
- 00220973
- Volume :
- 82
- Issue :
- 3
- Database :
- Academic Search Index
- Journal :
- Journal of Experimental Education
- Publication Type :
- Academic Journal
- Accession number :
- 95755656
- Full Text :
- https://doi.org/10.1080/00220973.2013.813365