The effect of students’ readiness and achievement in online learning integrates problem-based learning pedagogy during the COVID-19 pandemic

Abstract

This study aims to use the Problem-based Learning (PBL) method associated with social constructivism to enhance student readiness and achievement for high school English in online learning in China. Considering those in the context of the pandemic, teaching is shifting to online but lacking in more effective interaction. This pedagogy is applied in quasi-experiment research in Guiyang city, Guizhou province. Paired sample t-test is conducted in the experiment on students’ readiness and results show a positive increase ( M = 6.24) after the intervention t (49) = 6.77, p = .001 ( p < .05), and a significantly raising in dimensions of social competencies with classmates are M = 3.56, t (49) = 6.89, p = .001, communication competencies are M = 2.38, t (49) = 5.81, p = .001 respectively. Furthermore, a significant difference is found in students’ achievement post-test when covariate the pre-test, F (1, 97) = 11.46, p = .001, partial eta squared = .11. Students’ readiness can be improved when adopting the PBL techniques and activities through online learning. This approach has proven helpful, adaptable, and beneficial to learn English, especially for high school students who are forced to study online.

Exploring Engagement and Efficacy in Secondary English Education in China: A Problem-Based Social Constructivism Approach

“…This iterative process involves problem-oriented search evaluation until enough information is acquired to formulate a hypothesis or possible hypotheses for making diagnostic and management decisions. Ge et al (2022) emphasize the importance of using student-centered rather than teacher-centered techniques in the realm of English teaching and argue that PBL is one such technique, placing greater emphasis on students in the classroom. This method equips learners with the tools they need to engage in further research and put theories and exercises into practice, including utilizing relevant knowledge and techniques to discover optimal solutions to given problems (Kristianto & Gandajaya, 2022).…”

Creating ZPDs for emergent bilingual children to engage in literacy learning in a virtual Chinese heritage language classroom

“…While sustaining the Chinese heritage language was not easy before the pandemic, language maintenance during the Covid-19 pandemic seemed impossible as many countries faced great challenges (Daniel, 2020; Feng et al, 2021; Mok et al, 2021; Tarkar, 2020; Toquero, 2020). There was little time for schools and teachers to deal with the challenge and prepare for offering online education to continue supporting students and families whose lives were also disrupted (Almaiah et al, 2020; Daniel, 2020; Ge et al, 2022). Before the pandemic, various Chinese heritage language programs were marginalized from the dominant institutional discourse (Li & Wen, 2015; Tse, 2000).…”