Educational technology students taught with project-based learning show significantly higher self-directed learning than students taught with conventional teaching¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i2 medium
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 Students taught with the PoBL strategy performed significantly better in self-directed learning than students taught with conventional teaching, with a between-groups effect of η² = .126. → Bagheri 2013

Evidence¶

Bagheri 2013¶

Bagheri, M., Wan Ali, W. Z., Abdullah, M. C. B., & Daud, S. M. (2013). Effects of Project-based Learning Strategy on Self-directed Learning Skills of Educational Technology Students. Contemporary Educational Technology, 4(1), 15-29. https://eric.ed.gov/?id=EJ1105523

q3 · i2 · causal · r2

True-experimental randomized pre-test/post-test study with control group; 78 third-year educational technology undergraduates (38 PoBL, 40 CT) in a system-based education course at Arak University. The between-subjects ANOVA found "a significant difference between PoBL strategy group and C T strategy group", F(1,76)=10.99, p<.001, η² = .126.

"Based on Table 2, between-subject effects data show that in terms of self -directed learning, there is a significant difference between PoBL strategy group and C T strategy group, F(1,76)=10.99, p<.001, η 2 =.126."

Discussion¶

Related Claims¶

• The increase in self-directed learning depends on treatment group, with a greater rate of increase for the PoBL group (group × measurement interaction) — related