Experimental evidence of the relative effectiveness of problem-based learning for knowledge acquisition and retention

Wijnen, Marit; Loyens, Sofie M. M.; Schaap, Lydia

doi:10.1080/10494820.2015.1060504

Cited by 11 publications

(19 citation statements)

References 29 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Similar studies were also conducted at various levels of education [37]- [39]. Besides critical thinking, PBL has also been proven able to increase students' knowledge acquisition [17], [40], [41].…”

Section: Introductionmentioning

confidence: 91%

See 1 more Smart Citation

The Relationship between Critical Thinking and Knowledge Acquisition: The Role of Digital Mind Maps-PBL Strategies

Hidayati¹,

Zubaidah²,

Suarsini³

et al. 2020

IJIET

View full text Add to dashboard Cite

Critical thinking is rational and reflective thinking involved in decision making. Knowledge acquisition refers to the level achieved by students in understanding the materials and meaning of the learning context. Critical thinking and knowledge acquisition can be enriched through applications of relevant learning strategies. The aim of this study was to investigate the correlation between critical thinking and knowledge acquisition in the process of implementing Digital Mind Maps-Problem Based Learning (Digital Mind Maps-PBL). The learning process was conducted to students from Universitas Islam Riau, Indonesia, who were enrolled in the even semester of 2018 in biology education department . The instrument used to measure the students' critical thinking and knowledge acquisition, that was in the form of essay tests, had been confirmed valid by the result of the Pearson Product Moment analysis. The reliability test using Cronbach's Alpha also showed that this instrument was reliable for measuring critical thinking and knowledge acquisition (correlation coefficients are 0.837 and 0.872, respectively). The results of the study indicated that critical thinking and knowledge acquisition were correlated with a value of 0.861 and a determination coefficient of 0.742, where Y = 1.215X -4.323. It can be concluded that Digital Mind Maps-PBL strategies can be used to refine students' critical thinking, which may result in the improvement of students' knowledge acquisition. Therefore, the implementation of Digital Mind Maps-PBL strategies in the classroom is highly recommended.

show abstract

Section: Introductionmentioning

confidence: 91%

“…Knowledge acquisition is usually expressed in score achievement [15]. Knowledge acquisition is not just memorizing information but understanding meaning [16] so that it is flexible and not determined by certain types of problems [17].…”

Section: Introductionmentioning

confidence: 99%

The Relationship between Critical Thinking and Knowledge Acquisition: The Role of Digital Mind Maps-PBL Strategies

Hidayati¹,

Zubaidah²,

Suarsini³

et al. 2020

IJIET

View full text Add to dashboard Cite

show abstract

“…Sonuç olarak, probleme dayalı öğrenme, öğrencilerin kendi öğrenme süreçlerinde aktif bir rol üstlenmeleri için öğrenci merkezli bir öğretim yöntemidir. Öğretmenin rehberliğinde öğrencilerin gerçekçi problemlerde birlikte çalıştıkları grup toplantıları probleme dayalı öğrenmede önemli bir unsur oluşturmaktadır (Wijnen, Loyens ve Schaap, 2015). Probleme dayalı öğrenme ortamlarında öğrenciler, karşılaştıkları sorunu çözmek ve gerekli bilgi ve becerileri geliştirmek için gruplar halinde işbirliği içinde çalışmakta ve kendi öğrenmelerini yönlendirmektedirler (Bergstorm, Pugh, Phillips ve Machlev, 2016).…”

Section: Introductionunclassified

Öğretmen Adaylariyla Etki̇nli̇k Tasarimi İle Bütünleşti̇ri̇lmi̇ş Probleme Dayali Fen Öğrenme Uygulamalari

EKİCİ¹

2020

TurkishStudies

View full text Add to dashboard Cite

This research aims to investigate the effect of problem-based learning and problem-based activity design implementations on the conceptual learning of pre-service science teachers and to determine their views on the effects of the process. The method of research is the pre-test post-test quasi experimental design. Thirtyeight pre-service science teachers participated in the study. The conceptual understanding test and semistructured interview questions developed by the researchers were used as data collection tools in the study. Three separate learning modules, each consisting of two sessions on physics, chemistry, and biology, were prepared by the researchers for use in the experimental process, which lasted eight weeks. In the experimental group, the courses were carried out with problem-based learning modules containing science experiments in each session, and in the control group with only semi-open-ended science experiments. Besides, at the end of the sessions, the pre-service teachers in the experimental group designed the problem-based science experiments for secondary school students. In contrast, the pre-service teachers in the control group designed only science experiments for secondary school students. Non-parametric tests were used in the analysis of the data as the distribution of the data was not normal. As a result of the analysis of the data, it was determined that at the end of the experimental implementation process, the conceptual understanding levels of the preservice teachers in the experimental group were significantly higher than the pre-service teachers in the control group. In the interviews, pre-service science teachers stated that the problem-based learning method contributes to their learning, increase their attention to the course. However, they emphasized that they have difficulty in solving problems, doing research, and revealing their existing knowledge.

show abstract

“…Although studies regarding the effects of PBL have been inconclusive in some regards, they have shown that PBL is not more effective than LBL in terms of knowledge acquisition (Pourshanazari, Roohbakhsh, Khazaei, & Tajadini, ; Wijnen, Loyens, & Schaap, ), while also showing that PBL is more effective than LBL in terms of knowledge retention (Pourshanazari et al, ; Yew & Goh, ). For example, studies have measured the knowledge acquisition of students immediately after or one week after LBL or PBL (Akhu‐Zaheya, Gharaibeh, & Alostaz, ; Wijnen et al, ). Knowledge retention, meanwhile, has usually been measured from at least one week (Wijnen et al, ) to three months (Bowers et al, ; Tran, ) after LBL or PBL.…”

Section: Introductionmentioning

confidence: 99%

“…For example, studies have measured the knowledge acquisition of students immediately after or one week after LBL or PBL (Akhu‐Zaheya, Gharaibeh, & Alostaz, ; Wijnen et al, ). Knowledge retention, meanwhile, has usually been measured from at least one week (Wijnen et al, ) to three months (Bowers et al, ; Tran, ) after LBL or PBL. The types of tests used to take these measurements have included multiple‐choice tests (Akhu‐Zaheya et al, ) and tests with open‐ended questions (Kasai, Sugimoto, & Uchiyama, ), while some studies have used both multiple‐choice tests and tests with open‐ended questions (Ramsburg & Youmans, ).…”

Section: Introductionmentioning

confidence: 99%

The longitudinal learning outcomes of using different teaching sequences in a nursing administration project

Lin

Chou

et al. 2019

J Nurs Manag

View full text Add to dashboard Cite

Aim:To examine the effects of using different teaching sequences on knowledge acquisition, knowledge retention, self-directed learning and teamwork in a nursing administration project.Background: Compared to other professional courses, nursing administration is relatively difficult, and it is important for nursing administration students to spend long hours working in hospitals. As such, better teaching strategies utilizing proper sequencing may yield better learning outcomes for students. Methods:A longitudinal quasi-experimental design was used. A total of 129 students were assigned to two groups with which different teaching sequences were used.The investigated learning outcomes were knowledge acquisition, knowledge retention, self-directed learning and teamwork. Generalized estimating equations were used to measure the learning outcomes. Results:There was no significant difference between the two teaching sequences in terms of learning effects. One teaching strategy, problem-based learning (PBL), yielded effective student learning outcomes.Conclusion: PBL increased the students' self-directed learning and teamwork. This strategy can be applied to side-by-side co-teaching and post-graduate year training programmes. Implications for Nursing Management:The results from this study may help hospitals retain nurses and find potential nursing leaders. Instructors and nurse managers should discuss learning goals with students in advance to enhance the students' learning outcomes. K E Y W O R D S administration project, nurse management, PBL, personality, self-directed learning, teaching sequence | 1305 LIN et aL.

show abstract

Experimental evidence of the relative effectiveness of problem-based learning for knowledge acquisition and retention

Cited by 11 publications

References 29 publications

The Relationship between Critical Thinking and Knowledge Acquisition: The Role of Digital Mind Maps-PBL Strategies

The Relationship between Critical Thinking and Knowledge Acquisition: The Role of Digital Mind Maps-PBL Strategies

Öğretmen Adaylariyla Etki̇nli̇k Tasarimi İle Bütünleşti̇ri̇lmi̇ş Probleme Dayali Fen Öğrenme Uygulamalari

The longitudinal learning outcomes of using different teaching sequences in a nursing administration project

Contact Info

Product

Resources

About