Students showed a more positive response toward the DPBL teaching approach than toward direct instruction¶

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? Students had a positive response to the DPBL teaching approach and a low response toward the direct instruction method. → 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 in the same quasi-experimental comparison. Table 3 reports for the effective-approach item t = -38.402, df = 271, p = .000, mean difference -2.758; no standardised effect size is printed.

"The majority of the students had a positive response toward DPBL teaching approach. ࢞ൌ4.80(.42) students had a positive response to DPBL teaching approach. Whereas, ࢞ൌ2.04(.72) students had low response toward direct instruction method."

Discussion¶

Related Claims¶

• Students reported lower difficulty in the DPBL approach than in the direct instruction approach — related
• DPBL students scored higher than direct instruction students on knowledge, creative thinking, and teamwork in a Computer Networks course — related
• Medical students' satisfaction scores with DPBL exhibit marked variability ranging from 50 to 100% — related
• Students perceive DPBL tasks as providing ownership, autonomy, and flexibility — related
• Students report that feedback in DPBL is occasionally lacking despite general contentment with tasks — related