This study compared the effect of lecture-based instruction to that of pon learner performance (on near-transfer and far-transfer problems), problem solving processes (reasoning strategy usage and reasoning efficiency), and attitudes (overall motivation and learner confidence) in a Genetics course. The study also analyzed the effect of self-regulatory skills and prior-academic achievement on performance for both instructional strategies. Sixty 11th grade students at a public math and science academy were assigned to either a lecture-based instructional strategy or a problem-based instructional strategy. Both treatment groups received 18 weeks of Genetics instruction through the assigned instructional strategy. In terms of problem solving performance, results revealed that the lecture-based group performed significantly better on near-transfer post-test problems. The problem based group performed significantly better on far-transfer post-test problems. In addition, results indicated the learners in the lecture-based instructional treatment were significantly more likely to employ data-driven reasoning in the solving of problems, whereas learners in the problem-based instructional treatment were significantly more likely to employ hypothesis-driven reasoning in problem solving. No significant differences in reasoning efficiency were uncovered between treatment groups. Preliminary analysis of the motivation data suggested that there were no significant differences in motivation between treatment groups. However, a post-research exploratory analysis suggests that overall motivation was significantly higher in the lecture-based instructional treatment than in the problem-based instructional treatment. Learner confidence was significantly higher in the lecture-based group than in the problem-based group. A significant positive correlation was detected between self regulatory skills scores and problem solving performance scores in the problem-based group, but not in the lecture-based group. The difference between correlation coefficients for the two treatment groups was not statistically significant. Further, a significant positive correlation between prior academic achievement and problem solving performance scores was detected in both treatment groups. Once more, however, the difference between correlation coefficients for the two treatment groups was not statistically significant. Results from this research study are discussed. Limitations of the research study are identified and discussed. Recommendations for future research are presented. Finally, implications of the research study for educational research and practice are presented. / A Dissertation submitted to the Department of Educational Psychology and Learning Systems in partial fulfillment of the requirements for the degree of Doctor of
Philosophy. / Summer Semester, 2003. / April 18, 2003. / Problem-Based Instruction, Lecture-Based Instruction / Includes bibliographical references. / Robert Reiser, Professor Directing Dissertation; Peter Easton, Outside Committee Member; Marcy P. Driscoll, Committee Member; Robert M. Morgan, Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_182648 |
| Contributors | Visser, Yusra Laila (authoraut), Reiser, Robert (professor directing dissertation), Easton, Peter (outside committee member), Driscoll, Marcy P. (committee member), Morgan, Robert M. (committee member), Department of Educational Psychology and Learning Systems (degree granting department), Florida State University (degree granting institution) |
| Publisher | Florida State University, Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text |
| Format | 1 online resource, computer, application/pdf |
| Rights | This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). The copyright in theses and dissertations completed at Florida State University is held by the students who author them. |
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