Student Motivation in Response to Problem-based Learning

Abstract

Problem-based learning (PBL) is a self-directed (Savin-Baden, 2014;2016). We studied student motivation through self-reflection exercises, surveys, and peer-evaluations in a third-year undergraduate anthropology course (N = 49) with students of differing levels of course material experience. We hypothesized that throughout the course student motivation would be highest in students with the most subject matter experience. The results show that student motivation was higher in students with more subject matter experience at the beginning of the course, however during the course their motivation decreased. By the end of the course the majority of students had high motivation toward PBL, however, we were surprised that forensic specialists with the most subject matter experience had low motivation at the end of the course. This research is important to demonstrate the challenges of implementing PBL in a traditional curriculum, and to provide suggestions for engaging diverse student populations in PBL.

The Effect of Guided Inquiry Learning Model on Chemistry Learning Outcomes

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The Implementation of Problem-Based Learning on Elementary School Students of Sukoharjo

“…Real-life problems mean problems that can be imagined by students. Problem based learning was chosen because of several advantages such as providing problems close to real life, giving students the opportunity to make a choice of solutions to a problem, motivating them to be actively involved in learning activities, and encouraging them to learn in collaborative settings [12].…”

The Effect of Using Problem-Based Learning Upon Students’ Emotions Towards Learning and Levels of Communication Skills in Three Different Disciplines

“…In relation to this, teaching methods and socio-emotional skills have significant influence, in comparison to conventional intelligence, on various types of career, education and personal achievements (Mitchell et al, 2010;Pekrun et al, 2005). Regardless of the evidence of PBL's importance in prior literature (Kanet & Barut, 2003;Maria & Anthony, 2012;Strobel & Barneveld, 2009), research on understanding its influence on motivation is still limited (Fukuzawa et al, 2017). Savery (2006) also contributed to the PBL literature by describing it as an instructional approach introducing learners to research, theory integration and practical uses (knowledge and skills application) for solving problems (p.9).…”

“…The primary aim of education is to assist in better learning and aquisition of higher order thinking skills that are invaluable for students' future careers and lives. Hence, the PBL method has a key role in realizing enriching and retentive learning motivation and problem-solving, creative thinking and critical thinking (Fukuzawa et al, 2017;El-Shaer & Gaber, 2014). The PBL approach has been likened to an appropriate approach that enables the association of students' prior knowledge with newly acquired while working in teams on solving actual problems (Fukuzawa et al, 2017).…”