Title: Using Problem-Based Learning teaching model to promote the Self-Directed Science Learning Readiness and Science Learning Motivation of eighth-grade students
Abstract: The object of this study is to realize the effectiveness of the problem-based learning (PBL) teaching model on the self-directed science learning readiness and science learning motivation of junior high school students. An unequal group pretest-posttest design was employed in this study. Two eighth-grade classes of a public junior high school in Tao Yuan country were selected to be the research sample, which divided into the experimental group (n=38) and the control group (n=38). The experimental group received the instruction which is based PBL teaching model, while the control group received regular lecture instruction. The quantitative analysis method included one-way ANCOVA, effect size while the qualitative data is to analyze the interview content and learning portfolios of the learners. The findings indicate that PBL teaching model has specific effects on both self-directed science learning readiness and science learning motivation of students. Furthermore, the students engaging PBL curriculum show some self-directed science learning and science learning motivation behaviors in the PBL process.
Publication Year: 2006
Publication Date: 2006-01-01
Language: en
Type: article
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Cited By Count: 2
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