Comparison of test use and multiple-evaluation to test effectiveness of PBL in different grouping strategies
Suleyman Yaman
article (Uluslararası, Hakemli) | Yazar(lar): Suleyman Yaman | Yıl: 2011 | Dergi/Kurum: ENERGY EDUCATION SCIENCE AND TECHNOLOGY PART B-SOCIAL AND EDUCATIONAL STUDIES | İndeks: WOS.SCI | Anahtar Kelimeler: Problem-based learning, Science education, Academic achievement, Multiple-evaluation — Özet: Problem-based learning
Problem-based learning (PBL) involves the process of working toward the understanding or solution of a problem. In educational contexts, PBL provides meaningful problems to improve learning. This study aims to investigate the comparative effectiveness of the achievement test and of multiple evaluation methods, including test use, self, peer, and tutor-evaluation, in PBL environments. Different grouping strategies, specifically tutor- and student-based selection, are used to test effectiveness of the evaluation approaches. The study was conducted with 46 prospective teachers using an experimental design. For the purpose of the study, t-test for independent groups and correlation analysis were used. The prospective teachers in the tutor-selected group were found to be more successful when the complete results of the evaluations were considered. The use of multiple evaluation methods revealed a significant difference between groups, whereas the approach using only the achievement test did not show any statistically significant difference.