Is problem-based learning associated with students’ motivation? A quantitative and qualitative study

Abstract

In this study, a mixed-method design was employed to investigate the association between a student-centred, problem-based learning (PBL) method and law students' motivation. Self-determination theory (SDT) states that autonomous motivation, which is associated with higher academic performance, can be reached when there is fulfillment of three psychological needs: autonomy, competence and relatedness. PBL aims to trigger autonomous motivation. In Study 1, 85 PBL law students (37% male; Mean age = 21.99 years) and 69 law students of a lecture-based, non-PBL program (39% male; Mean age = 22.72 years) filled out the Self-Regulation Questionnaire and an adapted version of the Work-related Basic Need Satisfaction Scale in order to measure autonomous and controlled motivation and perceived autonomy, competence and relatedness. In order to compare both groups, two MANOVAs were conducted and results showed differences neither in autonomous and controlled motivation, nor in feelings of autonomy and competence. However, PBL students experienced more relatedness. Additionally, in Study 2, focus-group discussions that were conducted indicated that PBL contains both autonomysupportive and controlling elements, which might explain why no differences were found in perceptions of autonomy and autonomous and controlled motivation between PBL and non-PBL students. Furthermore, students reported that tutorial groups in PBL contributed to feelings of relatedness.

The effect of a mobile-application tool on biology students' motivation and achievement in species identification: A Self-Determination Theory perspective

“…Results show that students in the active learning condition, compared to the passive learning condition, have significantly higher interest, enjoyment, and conceptual learning. Recently, quasi-experimental studies have found that service learning courses enhance perceived autonomy support, autonomous motivation, and internalisation (Levesque-Bristol & Stanek, 2009), and that problembased learning increases relatedness (Wijnen et al, 2017).…”

Shaping space and practice to support autonomy: lessons from natural settings in Scotland

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Learning Design for Future Higher Education – Insights From the Time of COVID-19

“…Bringing together the theoretical and methodological assertions presented in the previous sections, we propose a general frame for designing active online/blended courses, with four stages (adapted from Quinn et al, 2014;Windschitl et al, 2018Windschitl et al, , 2020. They are different facets of effective practice that can be connected for promoting successful teaching actions (Figure 1 Taking the case of science teaching and learning course (pre-service teacher education, fourth semester), we create the opportunity for knowledge to be constructed by the students, using a problem-based learning approach, which was previously associated with greater relatedness, autonomy, and control, but also with an increase of intrinsic motivation (Wijnen et al, 2018), reduced students stress (Moffat et al, 2004), retention of information, and critical thinking skills (Schwartz et al, 2001). The activity is online managed using a platform that features the option of breakout rooms/channels (e.g., Microsoft Teams, Zoom, and Google Meet).…”