The Effect of Guidance in Problem-Based Learning of Statistics |
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| Authors: | Jimmie Leppink Nick J Broers Tjaart Imbos Cees P M van der Vleuten Martijn P F Berger |
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| Institution: | 1. Maastricht University, Maastricht, The Netherlandsjimmie.leppink@maastrichtuniversity.nl;3. Maastricht University, Maastricht, The Netherlands |
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| 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. |
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| Keywords: | conceptual understanding of statistics guided problem-based learning perceived value and usefulness problem-based learning |
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