TY - JOUR
T1 - The effect of guidance in problem-based learning of statistics
AU - Leppink, J.
AU - Broers, N.J.
AU - Imbos, T.
AU - van der Vleuten, C.P.M.
AU - Berger, M.P.F.
PY - 2014/1/1
Y1 - 2014/1/1
N2 - 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.
AB - 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.
U2 - 10.1080/00220973.2013.813365
DO - 10.1080/00220973.2013.813365
M3 - Article
SN - 0022-0973
VL - 82
SP - 391
EP - 407
JO - Journal of Experimental Education
JF - Journal of Experimental Education
IS - 3
ER -