The Effect of a Multimedia-Enriched Problem-Based Learning Environment on Socioeconomically Disadvantaged Middle School Students' Science Learning: Examining the Relationship among Self Efficacy, Attitude, and Performance

Autor/inn/en	Liu, Min; Pan, Zilong; Cai, Ying; Shao, Peixia; Han, Songhee
Titel	The Effect of a Multimedia-Enriched Problem-Based Learning Environment on Socioeconomically Disadvantaged Middle School Students' Science Learning: Examining the Relationship among Self Efficacy, Attitude, and Performance
Quelle	In: Journal of Educational Multimedia and Hypermedia, 30 (2021) 4, S.359-391 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1055-8896
Schlagwörter	Multimedia Instruction; Science Instruction; Academic Achievement; Skill Development; Instructional Effectiveness; Disadvantaged Youth; Socioeconomic Status; Middle School Students; Student Attitudes; Correlation; Problem Based Learning; Self Efficacy; Grade 6; Performance Factors; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Multimediales Lernen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schulleistung; Kompetenzentwicklung; Qualifikationsentwicklung; Unterrichtserfolg; Benachteiligter Jugendlicher; Socio-economic status; Sozioökonomischer Status; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schülerverhalten; Korrelation; Problem-based learning; Problemorientiertes Lernen; Self-efficacy; Selbstwirksamkeit; School year 06; 6. Schuljahr; Schuljahr 06; Leistungsindikator
Abstract	This study examined how 465 socioeconomically disadvantaged middle school students used a multimedia-enriched problem-based learning (PBL) program. Using a mixed-methods design, we investigated the impact of PBL on students' performance, and relationship among students' self-efficacy, attitude toward science, and performance. The findings showed students' science knowledge increased significantly after using the PBL program and students practiced problem-solving, collaboration, and self-directed learning skills. While both genders increased their science knowledge significantly, the girls had a larger knowledge gain and more girls stated they learned problem-solving skills. Students' self-efficacy was a significant predictor of their science knowledge, and self-efficacy was a mediator between students' attitude and science knowledge. The findings contributed to much needed literature on PBL use for socioeconomically disadvantaged population. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 719, Waynesville, NC 28786. Tel: 828-246-9558; Fax: 828-246-9557; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01