ABSTRACT The purpose of this study was to examine the effects of argumentation scaffolding on problem-solving outcomes and learner motivation in a Problem-Based Learning course. Undergraduate students enrolled in a mandatory introductory logic course were randomly assigned to either the experimental (argumentation scaffolding) or control (verbal guidance) condition. Students in each condition were randomly assigned to small groups of five students within the class. Other than the argumentation scaffolding treatment, the remaining activities were the same for the experimental and control conditions. Problem-solving outcomes were measured using scores from a pretest and posttest that consisted of five ill-structured questions. The pretest was administered prior to the study, and the posttest was administered after the treatment on the last day of the study. Prior to administering the posttest, participants completed a self-reported survey to measure their level of motivation at the end of the study. Results revealed there was a statistically significant difference in mean problem solving scores – from pretest to posttest – between the experimental and control conditions F(1, 95) = 206.37, p < .05. Participants in the argumentation scaffolding condition scored significantly higher (M = 28.36) than students in the verbal guidance condition (M = 21.13) on the posttest. Results also revealed that there was not a significant difference in learner motivation between the experimental and control conditions F(1,95) = 0.01, p > .05. Participants in the argumentation scaffolding condition (M = 3.37) did not score significantly higher on motivation than students in the verbal guidance condition (M = 3.39). While the findings suggest argumentation scaffolding is an effective instructional strategy for the development of problem-solving skills, the results suggest no effect on learner motivation. Researchers and educators can apply this information and use it to structure research conditions so that argumentation can have a more positive effect on participants. / 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 2015. / June 29, 2015. / Argumentation Scaffolding, Learner Motivation, Problem-Based Learning / Includes bibliographical references. / Valerie Shute, Professor Directing Dissertation; Jay Rayburn, University Representative; Russell Almond, Committee Member; Allan Jeong, Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_253111 |
| Contributors | McGhee, Marilyn (authoraut), Shute, Valerie J. (Valerie Jean) (professor directing dissertation), Rayburn, Jay D. (university representative), Almond, Russell G. (committee member), Jeong, Allan C. (committee member), Florida State University (degree granting institution), College of Education (degree granting college), Department of Educational Psychology and Learning Systems (degree granting department) |
| 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 (90 pages), 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. |
Page generated in 0.002 seconds