This study examined whether problem-based learning (PBL) contributes to development of students’ higher-order thinking (HOT), and the development depends on levels of students’ motivation (i.e., interest and self-efficacy). Using 89 college students enrolled in Educational Psychology classes from South Korea, we conducted a t-test and repeated measure analysis to see their changes in HOT, interest, and self-efficacy and the interaction between the variables. We found students’ HOT scores increased significantly after PBL than before. Further, a repeated measure ANOVA showed students belonged to HOT or lower-order thinking (LOT) groups at both the times increased their level of motivation steadily. However, the level of motivation of the students who belonged to HOT at the beginning but LOT at the end increased much more than the other three groups. On the other hand, the level of motivation of the students who belonged to the group which changed from HOT before PBL to LOT after PBL decreased after PBL. This suggests that use of PBL class should be carefully considered according to the students’ HOT types and motivational changes.
Soo Eun Chae, Gangneung-Wonju National University, South Korea
Mi Suk Lee, Gangneung-Wonju National University, South Korea
Stream: Instructional Design and Learning Sciences
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Soo Eun Chae, and Mi Suk Lee