THE EFFECT OF STUDENTS' INDIVIDUAL DIFFERENCES ON PROBLEM SOLVING SKILLS AND MOTIVATION IN PROBLEM-BASED LEARNING

• Published in: Journal of Educational Sciences & Practices Vol. 9; no. 18
• Main Author: Ak,Serife
• Format: Journal Article
• Language: Turkish
• Published: EBULINE 2010
• Subjects: Eğitim Bilimleri; Ankara; Türkiye; Motivation; Öğrenme yaklaşımları; Learning approaches; Güdülenme; Problem-based learning; Problem çözme becerisi; Probleme dayalı öğrenme; Problem solving skill
• ISSN: 1303-6475

This study investigates the effects of students' prior knowledge levels and learning approaches on their perceived problem solving skills and motivation in a computer supported Problem Based Learning (PBL) environment. A 3x3 factorial design was used to investigate the effects of students' prior knowledge levels and learning approaches. The experimental process of the study lasted 5 weeks and was carried out on 83 university students. The Scale of Approaches to Learning, the Scale of Motivation towards PBL, and the Prior Knowledge Test are developed by researchers, and the Problem Solving Inventory as developed by Heppner and Peterson were used. The collected data were analyzed by test, One-Way ANOVA, Two-Way ANOVA for Mixed Measures and MANOVA. It was found that the levels of prior knowledge of the students and their learning approaches do not have an effect alone or combined on their perceived problem solving skills and motivation towards PBL. For this research group it can be stated that whatever learning approaches and level of prior knowledge they have, all the students have responded positively to the PBL in erms of perceived problem solving skills and motivation..