Theses and Dissertations

Issuing Body

Mississippi State University

Advisor

Olinzock, Anthony

Committee Member

Forde, Connie M.

Committee Member

Adams, James

Committee Member

Pope, Margaret

Date of Degree

12-9-2011

Original embargo terms

MSU Only Indefinitely

Document Type

Dissertation - Campus Access Only

Major

Instructional Systems and Workforce Development

Degree Name

Doctor of Philosophy

College

College of Education

Department

Department of Instructional Systems and Workforce Development

Abstract

The purpose of this study was to examine the impact of problem-based learning, blended problem-based learning, and traditional lecture teaching methods on students’ academic achievement and self-regulation. Specifically, student’s motivation orientation, use of learning strategies, and critical thinking dispositions were assessed. The research design for this study was a quasi-experimental pretest/posttest design. There were 90 undergraduate education majors who participated in the study. There were 29 students who participated in the problem-based learning group, 30 students participated in the blended problem based learning group, 31 students participated in the traditional group. Convenience sampling was used for this study. The findings in this study indicated that the students who were taught via the blended problem based learning teaching methodology scored significantly higher on the comprehensive exam for academic achievement and subcategories of the Motivated Strategies for Learning Questionnaire than the problem based learning and the traditional lecture group. There were no significant differences between groups for critical thinking dispositions on the California Critical Thinking Dispositions Inventory. Overall, the blended problem based learning teaching methodology did have a significantly positive impact on students’ academic achievement and self-regulation skills.

URI

https://hdl.handle.net/11668/20413

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