PBL and traditional teaching have different effects on pre-service teachers’ perceptions of problem-solving ability, with PBL more influential¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? A two-way ANOVA found a significant difference between PSI pre-test–post-test scores according to teaching method (F = 4.067, p = 0.049). → Temel 2014 q3 i? The PBL group showed a greater decrease in PSI scores (where lower scores indicate better perceived problem-solving), interpreted as PBL being more influential in raising perceptions of problem-solving ability. → Temel 2014 (2)

Evidence¶

Temel 2014¶

Senar Temel. (2014). The effects of problem-based learning on pre-service teachers’ critical thinking dispositions and perceptions of problem-solving ability. South African Journal of Education, 34(1), Art. #769. https://eric.ed.gov/?id=EJ1136398

q3 · i? · causal · r2

Two-way ANOVA on PSI scores in the same randomised pre-test–post-test study (PBL n = 22, traditional n = 27) found a "significant difference" between teaching methods (F = 4.067, p = 0.049); no effect size was printed.

"A significant difference was found between the PSI pre-test and post-test scores of the pre-service teachers in both the experimental group and control group 1,47 according to the different teaching methods implemented (F = 4.067, p = 0.049)."

Temel 2014 (2)¶

Senar Temel. (2014). The effects of problem-based learning on pre-service teachers’ critical thinking dispositions and perceptions of problem-solving ability. South African Journal of Education, 34(1), Art. #769. https://eric.ed.gov/?id=EJ1136398

q3 · i? · causal · r2

Authors' interpretation of the PSI results: because high PSI scores indicate perceived insufficiency, the greater decrease in the PBL group's scores (post-test means 84.045 vs 92.814) was read as PBL being "more influential than the traditional teaching method".

"It was also found that the PBL approach, in which a greater decrease was observed in the scores of perceptions of problem-solving ability, was more influential than the traditional teaching method in raising pre-service teachers’ perceptions of problem-solving ability."

Discussion¶

Related Claims¶

• PBL and traditional teaching do not differ significantly in their effect on pre-service teachers’ critical thinking dispositions — related
• The PBL and traditional groups were equivalent on CCTDI and PSI at pre-test — related
• Pre-service teachers’ perceptions of problem-solving ability are generally at a middle level — related
• Well-structured PS instruction improved learners' PS perceptions on PSI total, Problem Solving Confidence and Approach-Avoidance Style, but not Personal Control — related