Problem-Based Learning and Improved Learning Outcomes in "The Politics of Welfare Reform"

Autor/in	Berggren, Heidi M.
Titel	Problem-Based Learning and Improved Learning Outcomes in "The Politics of Welfare Reform"
Quelle	In: Journal of Political Science Education, 7 (2011) 4, S.434-453 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-2169
DOI	10.1080/15512169.2011.590074
Schlagwörter	Problem Based Learning; Course Content; Welfare Services; Teaching Methods; Political Influences; Political Issues; Concept Teaching; Multiple Choice Tests; Achievement Gains; Assignments; Controversial Issues (Course Content); Political Science; Outcomes of Education; Student Improvement; Knowledge Level; Predictor Variables; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Problem-based learning; Problemorientiertes Lernen; Kursprogramm; Fürsorgeeinrichtung; Teaching method; Lehrmethode; Unterrichtsmethode; Political influence; Politischer Einfluss; Politischer Faktor; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Achievement gain; Leistungssteigerung; Assignment; Auftrag; Zuweisung; Controversial issues; Kontroverse; Staatslehre; Politikwissenschaft; Politische Wissenschaft; Lernleistung; Schulerfolg; Wissensbasis; Prädiktor; Unterrichtserfolg
Abstract	This study assessed the capacity of a major Problem-Based Learning (PBL) Assignment to improve students' content knowledge surrounding relevant course concepts in two sections of "The Politics of Welfare Reform," a 200-level class offered at the University of Massachusetts-Dartmouth. The hypothesis was that performance on the PBL assignment, which occurred between the midterm and final exams, would raise students' scores from the multiple-choice midterm to the multiple-choice component of the final exam. The models suggest an independent PBL effect of improved exam performance among students with fewer preexisting academic resources in the larger section, and the lack of an independent PBL effect among students in the smaller, more academically prepared section. (Contains 5 tables and 3 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10