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The Impacts of Problem-based Learnin...

Chan, Sui Ki.

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The Impacts of Problem-based Learning on Students' Academic Achievement, Motivation and Self-regulated Learning Strategies: A Perspective from a Law Subject.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Impacts of Problem-based Learning on Students' Academic Achievement, Motivation and Self-regulated Learning Strategies: A Perspective from a Law Subject./
作者:	Chan, Sui Ki.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2014,
面頁冊數:	359 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-05(E), Section: A.
Contained By:	Dissertation Abstracts International76-05A(E).
標題:	Curriculum development. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3647760
ISBN:	9781321416817

The Impacts of Problem-based Learning on Students' Academic Achievement, Motivation and Self-regulated Learning Strategies: A Perspective from a Law Subject.
Chan, Sui Ki.

The Impacts of Problem-based Learning on Students' Academic Achievement, Motivation and Self-regulated Learning Strategies: A Perspective from a Law Subject. - Ann Arbor : ProQuest Dissertations & Theses, 2014 - 359 p.

Source: Dissertation Abstracts International, Volume: 76-05(E), Section: A.

Thesis (Ed.D.)--The Chinese University of Hong Kong (Hong Kong), 2014.

Problem-based learning has been adopted in many disciplines, including medicine, engineering and other practical science areas which place more emphasis on applied skills as opposed to pure knowledge. However, so far, there is little, if any, empirical research conducted on the impacts of PBL in the field of law, which is also a very practical subject and focused on application skills rather than the dissemination of pure legal knowledge.

ISBN: 9781321416817Subjects--Topical Terms:

684418
Curriculum development.

The Impacts of Problem-based Learning on Students' Academic Achievement, Motivation and Self-regulated Learning Strategies: A Perspective from a Law Subject.
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245 1 4 $a The Impacts of Problem-based Learning on Students' Academic Achievement, Motivation and Self-regulated Learning Strategies: A Perspective from a Law Subject.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2014
300 $a 359 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-05(E), Section: A.
500 $a Adviser: Yin Hong Biao.
502 $a Thesis (Ed.D.)--The Chinese University of Hong Kong (Hong Kong), 2014.
520 $a Problem-based learning has been adopted in many disciplines, including medicine, engineering and other practical science areas which place more emphasis on applied skills as opposed to pure knowledge. However, so far, there is little, if any, empirical research conducted on the impacts of PBL in the field of law, which is also a very practical subject and focused on application skills rather than the dissemination of pure legal knowledge.
520 $a This study aimed to examine the impacts of PBL on student learning outcomes in the context of law. Students' learning outcomes in this study included students' academic achievement, motivation and self-regulated learning strategies. The research questions of this study were:
520 $a 1) Does the use of PBL have any impact on students' learning outcomes, including students' academic achievement, motivation and self-regulated learning skills, in a law subject when compared to students enrolled in traditional lecturing method?
520 $a 2) Under what conditions, does PBL have these impacts on students' academic achievement, motivation and self-regulated learning strategies?
520 $a In this study, students were divided into two groups, i.e. PBL group (treatment group) and traditional lecturing group (control group). After the course was completed, students' academic achievement was measured by a final examination paper, while students' motivation and self-regulated learning strategies were measure by the Motivated Strategies for Learning Questionnaire (MSLQ). The final examination paper was divided into three sessions, including 20 MC, 5 short questions, and 3 real life case studies. ANOVA was used to analyze students' scores in the final examination and the MSLQ. Students' scores on each session of the final examination were analyzed individually, while the motivational subscale and self-regulated learning strategies subscale of the MSLQ were analyzed separately.
520 $a The findings showed that there was a significant difference in students' academic achievement, motivation and self-regulated learning strategies between the two groups in both the final examination and the MSLQ scores. In the final examination, it was found that there was no significant difference between students' MC scores and short question scores of the treatment group and the control group, while there was significant difference between students' case study scores between the two groups. In relation to the MSLQ results, it was found that there was significant difference between both students' motivational subscale scores and self-regulated learning strategies score of the two groups. The significant difference in the ANOVA score of the PBL group was found to be consistent with the research of Savery & Duffy (1993), Barr (1997), and Rouse (1990), who indicated widespread support for the knowledge and stimulus benefits of PBL.
520 $a Besides, the researcher also used qualitative methods, including observation and interview, to find out, under what condition, PBL may have an impact on students' learning outcomes. It was found that in order to make PBL effective, there should be good timing, mature students, passionate facilitator and appropriate learning environment. It was suggested that, if any teacher would like to adopt PBL as a learning approach, he should make sure that these conditions are met in order to ensure the success of PBL.
590 $a School code: 1307.
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710 2 $a The Chinese University of Hong Kong (Hong Kong). $3 1017547
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