The Effect of Guidance in Problem-Based Learning of Statistics

Jimmie Leppink, Nick Broers, Tjaart Imbos, Cees van der Vleuten, Martijn Berger

    Research output: Contribution to journalArticle

    11 Citations (Scopus)

    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 problembased 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
    Number of pages17
    JournalJOURNAL OF EXPERIMENTAL EDUCATION
    Volume82
    Issue number3
    DOIs
    Publication statusPublished - 2014

    Fingerprint Dive into the research topics of 'The Effect of Guidance in Problem-Based Learning of Statistics'. Together they form a unique fingerprint.

  • Cite this

    Leppink, J., Broers, N., Imbos, T., van der Vleuten, C., & Berger, M. (2014). The Effect of Guidance in Problem-Based Learning of Statistics. JOURNAL OF EXPERIMENTAL EDUCATION, 82(3), 391-407. https://doi.org/10.1080/00220973.2013.813365