Middle School Students' Self-Efficacy, Attitudes, and Achievement in a Computer-Enhanced Problem-Based Learning Environment

Autor/inn/en	Liu, Min; Hsieh, Peggy (Pei-Hsuan); Cho, Yoonjung; Schallert, Diane
Titel	Middle School Students' Self-Efficacy, Attitudes, and Achievement in a Computer-Enhanced Problem-Based Learning Environment
Quelle	In: Journal of Interactive Learning Research, 17 (2006) 3, (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1093-023X
Schlagwörter	Middle School Students; Self Efficacy; Academic Achievement; Computer Assisted Instruction; Problem Based Learning; Educational Environment; Science Achievement; Student Attitudes; Problem Solving; Hispanic American Students; African American Students; White Students; Ethnic Groups; Grade 10; Grade 6 + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Self-efficacy; Selbstwirksamkeit; Schulleistung; Computer based training; Computerunterstützter Unterricht; Problem-based learning; Problemorientiertes Lernen; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schülerverhalten; Problemlösen; Hispanic; Hispanic Americans; Hispanoamerikaner; Studentin; African Americans; Afroamerikaner; Ethnie; School year 06; 6. Schuljahr; Schuljahr 06
Abstract	This study examined the effect of a computer-enhanced problem-based learning (PBL) environment on middle school students' learning, investigating the relationship among students' self-efficacy, attitude toward science, and achievement. As Bandura defined it (1986), self-efficacy refers to the beliefs people have about whether or not they can successfully complete a task. From analyses of quantitative and qualitative data, findings indicated an increase in students' science achievement and self-efficacy for learning science after their engagement in a computer-enhanced PBL environment; however, no significant changes were seen in their attitude toward science. Students' attitude toward science and self-efficacy beliefs were positively related to each other. Self-efficacy was shown to be a statistically significant predictor of science achievement scores but attitude was not. In addition, when groups were formed based on a median split of attitude and self-efficacy scores, a significant interaction was found. Among students with low attitude, science achievement scores were significantly higher for the high self-efficacy than for the low self-efficacy group, while students in the high attitude group showed no difference in the achievement scores regardless of their self-efficacy grouping. Results suggested that students' self-efficacy towards science learning could be used to predict achievement. (Contains 2 tables.) (Author).
Anmerkungen	Association for the Advancement of Computing in Education, P.O. Box 1545, Chesapeake, VA 23327-1545. Tel: 757-366-5606.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10