Middle School Engineering Problem Solving Using Traditional vs. E-PBL Module Instruction

Literaturnachweis - Detailanzeige

Trefferliste

Autor/in	Baele, Loren C.
Titel	Middle School Engineering Problem Solving Using Traditional vs. E-PBL Module Instruction
Quelle	(2017), (294 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Aurora University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3556-6967-1
Schlagwörter	Hochschulschrift; Dissertation; Middle School Students; Engineering Technology; Problem Solving; Teaching Methods; Conventional Instruction; Problem Based Learning; Mixed Methods Research; Units of Study; Electronic Learning; Quasiexperimental Design; Qualitative Research; Data Analysis; Learner Engagement; Student Surveys; Observation; Interviews; Gender Differences; Scores; Academic Achievement; Hands on Science; Fatigue (Biology); Difficulty Level; Knowledge Level; Time Management; Teacher Education; School Schedules; Integrated Learning Systems + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Maschinenbautechnik; Problemlösen; Teaching method; Lehrmethode; Unterrichtsmethode; Problem-based learning; Problemorientiertes Lernen; Lerneinheit; Qualitative Forschung; Auswertung; Schülerbefragung; Beobachtung; Interviewing; Interviewtechnik; Geschlechterkonflikt; Schulleistung; Fatigue; Ermüdung; Schwierigkeitsgrad; Wissensbasis; Zeitmanagement; Lehrerausbildung; Lehrerbildung; Schulzeiteinteilung
Abstract	This multiple methods (Denzin, 1978) study investigated two instructional approaches, traditional module and electronic Problem-Based Learning instruction (e-PBL), used within a middle school engineering classroom focused on the variables of engagement, content knowledge, student self-assessment and teacher assessment of problem solving solutions. A non-equivalent group quasi-experimental research design (Creswell, 2015) was used on middle school students (N = 100) between those that received traditional module instruction (n = 51) and e-PBL instruction (n = 49). The qualitative approach of triangulation (Jick, 1979) was used to identify emergent themes for both between and within methods of data analysis on student engagement survey responses, two days of field observations notes, and six student interview transcripts. The quantitative results identified that students who received e-PBL instruction self-reported significantly greater engagement than those who received traditional module instruction. Further, there was a significant interaction effect between engineering content knowledge by group and gender as males who received e-PBL instruction had greater growth of content knowledge scores than males receiving traditional instruction, while females who received traditional instruction had greater growth of content knowledge scores than females in the e-PBL group. Through triangulation of the qualitative data, the emergent themes of the study suggest that hands-on learning produces higher levels of reported engagement independent of instructional method. The emergence of "problem solving fatigue" developed when both study groups reported a decline in engagement when entering into the final phase of the quantitative study suggesting that too many complex, ill-structured problems in rapid succession may negatively impact student engagement. Although females within the treatment group were most engaged, they did not achieve the knowledge growth of the females in the control group, who were the least engaged. Males presented with e-PBL instruction not only had better engagement, they had the greatest content knowledge growth of any group. Females were likely to have a greater negative difference between self-assessment scores and teacher assessment scores, while males self-assessed themselves closer to the teacher assessment score. Challenges to e-PBL implementation were identified including time, teacher training, and the strict school schedule. A learning management system (LMS) was found to effectively facilitate an e-PBL learning environment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01