Effects of problem-based learning and traditional instruction on self-regulated learning

Date

2006-05-01

Author

Sungur, Semra
Öztekin, Ceren

Metadata

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The authors used the Motivated Strategies for Learning Questionnaire to investigate the effectiveness of problem-based learning (PBL) and traditional instructional approaches on various facets of students' self-regulated learning, including motivation and learning strategies. Participants included 61 tenth-grade students from 2 intact classes instructed by the same biology teacher. The authors randomly assigned 1 class as the experimental group and the other class as the control group. Teachers instructed the control group with teacher-centered, textbook-oriented traditional instruction; they taught the experimental group with problem-based learning, in which students worked with ill-structured problems. Results revealed that PBL students had higher levels of intrinsic goal orientation, task value, use of elaboration learning strategies, critical thinking, metacognitive self-regulation, effort regulation, and peer learning compared with control-group students.

Subject Keywords

Motivation, Problem-based learning, Self-regulation

URI

https://hdl.handle.net/11511/39480

Journal

JOURNAL OF EDUCATIONAL RESEARCH

DOI

https://doi.org/10.3200/joer.99.5.307-320

Collections

Department of Mathematics and Science Education, Article

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Citation Formats

S. Sungur and C. Öztekin, “Effects of problem-based learning and traditional instruction on self-regulated learning,” JOURNAL OF EDUCATIONAL RESEARCH, pp. 307–317, 2006, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/39480.