ERIC Number: EJ1028229
Record Type: Journal
Publication Date: 2014
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-0973
EISSN: N/A
The Effect of Guidance in Problem-Based Learning of Statistics
Leppink, Jimmie; Broers, Nick J.; Imbos, Tjaart; van der Vleuten, Cees P. M.; Berger, Martijn P. F.
Journal of Experimental Education, v82 n3 p391-407 2014
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 than break; 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.
Descriptors: Problem Based Learning, Statistics, Prior Learning, Knowledge Level, Learning Activities, Achievement Gains, Teaching Methods, Instructional Effectiveness, Control Groups, Experimental Groups, Intermode Differences, Group Discussion, Multiple Choice Tests, Sampling, Pretests Posttests, Motivation, Behavioral Objectives, Mathematics Achievement, Foreign Countries, College Freshmen
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Publication Type: Journal Articles; Reports - Research
Education Level: Postsecondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands
Grant or Contract Numbers: N/A