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The Impact of Knowledge Creation Pro...

Muniz, Kathleen .

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The Impact of Knowledge Creation Problem Based Learning on Student Achievement.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Impact of Knowledge Creation Problem Based Learning on Student Achievement./
Author:	Muniz, Kathleen .
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	154 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-06, Section: A.
Contained By:	Dissertations Abstracts International81-06A.
Subject:	Science education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27545229
ISBN:	9781392771556

The Impact of Knowledge Creation Problem Based Learning on Student Achievement.
Muniz, Kathleen .

The Impact of Knowledge Creation Problem Based Learning on Student Achievement. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 154 p.

Source: Dissertations Abstracts International, Volume: 81-06, Section: A.

Thesis (Ed.D.)--Wilkes University, 2020.

This item must not be sold to any third party vendors.

Science educators must begin using more active-learning instructional methods to help students learn content and gain 21st-century skills in order to prepare them for the future. One possible method that can be used is Knowledge Creation Problem Based Learning (KC-PBL), a relatively new model of PBL. This quantitative, quasi-experimental study sought to determine the impact of KC-PBL on fifth and sixth grade middle school students in a science classroom. Two schools participated in the study, and students studied the phases of matter and the water crisis in a two-week unit. The control group received direct instruction, and the experiment group utilized KC-PBL to learn the content. Students in each school took a pretest and posttest to measure achievement. Both groups demonstrated significant differences between their pretest and posttest scores; however, when comparing group posttest scores no significant difference appeared. Gain scores were analyzed and demonstrated no statistical difference overall, but a statistical difference occurred within rubric measurements for the ability to define a problem. The control group scored higher than the experimental group. Analysis of gender and grade level showed no statistical differences in the study. The study provides support to further study of KC-PBL and incorporate training for educators so that they feel comfortable incorporating active-learning strategies into their classrooms. This study points to the value of further studies to assess the effectiveness of KC-PBL so that the results can be generalized across a larger population.

ISBN: 9781392771556Subjects--Topical Terms:

521340
Science education.
Subjects--Index Terms:

Instructional methods

The Impact of Knowledge Creation Problem Based Learning on Student Achievement.
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500 $a Source: Dissertations Abstracts International, Volume: 81-06, Section: A.
500 $a Advisor: Cooper, Lori.
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520 $a Science educators must begin using more active-learning instructional methods to help students learn content and gain 21st-century skills in order to prepare them for the future. One possible method that can be used is Knowledge Creation Problem Based Learning (KC-PBL), a relatively new model of PBL. This quantitative, quasi-experimental study sought to determine the impact of KC-PBL on fifth and sixth grade middle school students in a science classroom. Two schools participated in the study, and students studied the phases of matter and the water crisis in a two-week unit. The control group received direct instruction, and the experiment group utilized KC-PBL to learn the content. Students in each school took a pretest and posttest to measure achievement. Both groups demonstrated significant differences between their pretest and posttest scores; however, when comparing group posttest scores no significant difference appeared. Gain scores were analyzed and demonstrated no statistical difference overall, but a statistical difference occurred within rubric measurements for the ability to define a problem. The control group scored higher than the experimental group. Analysis of gender and grade level showed no statistical differences in the study. The study provides support to further study of KC-PBL and incorporate training for educators so that they feel comfortable incorporating active-learning strategies into their classrooms. This study points to the value of further studies to assess the effectiveness of KC-PBL so that the results can be generalized across a larger population.
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