TY - JOUR
T1 - The Effect of Guidance in Problem-Based Learning of Statistics
AU - Leppink, Jimmie
AU - Broers, Nick
AU - Imbos, Tjaart
AU - van der Vleuten, Cees
AU - Berger, Martijn
PY - 2014
Y1 - 2014
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 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.
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 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.
U2 - 10.1080/00220973.2013.813365
DO - 10.1080/00220973.2013.813365
M3 - Article
VL - 82
SP - 391
EP - 407
JO - JOURNAL OF EXPERIMENTAL EDUCATION
JF - JOURNAL OF EXPERIMENTAL EDUCATION
SN - 0022-0973
IS - 3
ER -