The Effect of Guidance in Problem-Based Learning of Statistics

Leppink, Jimmie; Broers, Nick J.; Imbos, Tjaart; Vleuten, Cees van der; Berger, Martijn P. F.

doi:10.1080/00220973.2013.813365

Cited by 18 publications

(13 citation statements)

References 34 publications

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“…Students are faced to real problem situation on this problem based leaning approach in small groups. Teacher can help students to focus in real problem-solving context, motivates them to consider proper situation in determining solu-tion from that real problem context while applicates problembased learning [7], [8]. On problem-based learning application step, students are asked to build their knowledge own self about mathematics ideas that can be guidance in non-routine problem solving [9]- [12].…”

Section: Introductionmentioning

confidence: 99%

Problem Based Learning Method with GeoGebra in Mathematical Learning

Ramadhani¹,

Narpila²

2018

IJET

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Research objective was to find effect of local culture-problem-based learning method application with used GeoGebra in mathematics learning for senior high school students. Type of this research was quasi-experiment research with post-test only group design. Research sample used three learning class that was chosen by purposive sampling method and was selected from senior high school in Sumatera Utara, Indonesia. Students in experiment-I class was taught with local culture-problem based learning used GeoGebra, students in experiment-II class was taught with problem-based learning and students in control class taught with conventional learning method. Data was analysed with descriptive and inferential through one way-ANAVA test then continued with Tuckey test if data had normal and homogenic distribution, if data had abnormal and/or heterogenic distribution then it was analysed with Kruskal-Wallis test and continued with Mann-Whitney U-Test. Research result showed average value of students’ statistical thinking ability test from experiment-I class higher than experiment-II and control class. Based on this research result, then mathematic teachers on senior high school were suggested to applicate local culture-problem based learning with GeoGebra method in mathematics learning and developed mathematic matters which close to students’ local culture experience.

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Section: Introductionmentioning

confidence: 99%

Problem Based Learning Method with GeoGebra in Mathematical Learning

Ramadhani¹,

Narpila²

2018

IJET

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“…There has been some controversy regarding the effectiveness of constructivist methods and the level of guidance that should accompany them (18,21). Leppink and colleagues (24) found that the added guidance of a GPBI course was moderately beneficial to novice, entry-level students with little or no prior knowledge of the course content. The present study found the opposite to be true in non-novice students, as the OPBI group performed moderately better than the LI group on assessments of critical reasoning skills, although GPBI group performance was generally not different.…”

Section: Discussionmentioning

confidence: 99%

Open problem-based instruction impacts understanding of physiological concepts differently in undergraduate students

Franklin

Xiang

Collett

et al. 2015

Advances in Physiology Education

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Student populations are diverse such that different types of learners struggle with traditional didactic instruction. Problem-based learning has existed for several decades, but there is still controversy regarding the optimal mode of instruction to ensure success at all levels of students' past achievement. The present study addressed this problem by dividing students into the following three instructional groups for an upper-level course in animal physiology: traditional lecture-style instruction (LI), guided problem-based instruction (GPBI), and open problem-based instruction (OPBI). Student performance was measured by three summative assessments consisting of 50% multiple-choice questions and 50% short-answer questions as well as a final overall course assessment. The present study also examined how students of different academic achievement histories performed under each instructional method. When student achievement levels were not considered, the effects of instructional methods on student outcomes were modest; OPBI students performed moderately better on short-answer exam questions than both LI and GPBI groups. High-achieving students showed no difference in performance for any of the instructional methods on any metric examined. In students with low-achieving academic histories, OPBI students largely outperformed LI students on all metrics (short-answer exam: P < 0.05, d = 1.865; multiple-choice question exam: P < 0.05, d = 1.166; and final score: P < 0.05, d = 1.265). They also outperformed GPBI students on short-answer exam questions (P < 0.05, d = 1.109) but not multiple-choice exam questions (P = 0.071, d = 0.716) or final course outcome (P = 0.328, d = 0.513). These findings strongly suggest that typically low-achieving students perform at a higher level under OPBI as long as the proper support systems (formative assessment and scaffolding) are provided to encourage student success.

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“…While a large amount of research examines peer tutoring in the college setting, very little research looks at required tutoring for students in statistics classes. Leppink et al (2013) found tutor guidance in problem-based learning for statistics an effective addition to the course. Effectiveness in this study was based on students learning a conceptual understanding of statistics.…”

Section: Introductionmentioning

confidence: 99%

From Research to Practice: Using Assessment and Early Intervention to Improve Student Success in Introductory Statistics

Lunsford

Poplin

Pederson

2018

Journal of Statistics Education

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In this study we used an assessment tool evaluated in a previous study to identify students who were atrisk of not being successful in our introductory statistics course. We then required these students to attend peer tutoring, early in the semester, as an intervention. While we saw a significant increase in student success for all students in this study compared with the previous study, the at-risk students who completed the required tutoring had a significantly higher increase in success than their peers.

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The Effect of Guidance in Problem-Based Learning of Statistics

Cited by 18 publications

References 34 publications

Problem Based Learning Method with GeoGebra in Mathematical Learning

Problem Based Learning Method with GeoGebra in Mathematical Learning

Open problem-based instruction impacts understanding of physiological concepts differently in undergraduate students

From Research to Practice: Using Assessment and Early Intervention to Improve Student Success in Introductory Statistics

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