Students reported lower difficulty in the DPBL approach than in the direct instruction approach¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The majority of students had high difficulties in the direct instruction method whereas students had low difficulties in the DPBL teaching approach. → Winarno et al. 2017

Evidence¶

Winarno et al. 2017¶

Winarno, S., Muthu, K. S., & Ling, L. S. (2017). Direct Problem-Based Learning (DPBL): A Framework for Integrating Direct Instruction and Problem-Based Learning Approach. International Education Studies, 11(1). https://doi.org/10.5539/ies.v11n1p119

q2 · i? · causal · r1

Student-response evaluation comparing the direct instruction group (N = 140) and DPBL group (N = 136) on a Likert-scale difficulties item. Table 3 reports t = 39.211, df = 271, p = .000, mean difference 2.715; no standardised effect size is printed.

"The findings indicated that the majo rity of students had high difficu lties in the direct instruction method ࢞4.71(.47). Whereas, ࢞1.99(.66) students had low difficulties in the DPBL teaching approach."

Discussion¶

Related Claims¶

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