Assessment of Problem-Based Learning in the Undergraduate Statistics Course

Autor/in	Karpiak, Christie P.
Titel	Assessment of Problem-Based Learning in the Undergraduate Statistics Course
Quelle	In: Teaching of Psychology, 38 (2011) 4, S.251-254 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-6283
DOI	10.1177/0098628311421322
Schlagwörter	Majors (Students); Methods Courses; Teacher Education Curriculum; Private Colleges; Research Methodology; Problem Based Learning; Statistics; Teaching Methods; Undergraduate Students; Psychology; Comparative Analysis + Suchen Sie Ihr Suchwort? Methodisch-didaktische Anleitung; Privathochschule; Research method; Forschungsmethode; Problem-based learning; Problemorientiertes Lernen; Statistik; Teaching method; Lehrmethode; Unterrichtsmethode; Psychologie
Abstract	Undergraduate psychology majors (N = 51) at a mid-sized private university took a statistics examination on the first day of the research methods course, a course for which a grade of "C" or higher in statistics is a prerequisite. Students who had taken a problem-based learning (PBL) section of the statistics course (n = 15) were compared to those who had taken a traditional format section of the same course (n = 36). PBL students earned higher scores on the examination, taken several weeks after the statistics course had ended, than did students from traditional format courses. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10