The effect of guidance in problem-based learning of statistics

J. Leppink*, N.J. Broers, T. Imbos, C.P.M. van der Vleuten, M.P.F. Berger

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

9 Citations (Web of Science)


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.
Original languageEnglish
Pages (from-to)391-407
JournalJournal of Experimental Education
Issue number3
Publication statusPublished - 1 Jan 2014

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