The Effectiveness of Problem-Based Instruction: A Comparative Study of Instructional Methods and Student Characteristics

Abstract

OBJECTIVE: To compare the effectiveness of traditional pad prblem-based instruction in a high school macroeconomics class RESEARCH DESIGN: Quantitative, Quasi-Experiemental SETTING: Large metropolitan high schols (4) POPULATION: 246 students in 12th grade across 11 class sections SAMPLING: Used existing groups assigned to five different teachers DURATION: Spring term of 1999-2000 school year SCHOOL CONTENT AREA(S): Social Studies INTERVENTION/PROGRAM: Control- Traditonal instruction, Experimental- PBL instruciton on same content by same teacher MAIN OUTCOME VARIABLES AND MEASURES: Quick Word Test, Lvel 1; Interest survey re: econ.; Group work survey; Problem solving measure; CBM on macroeconomics RESULTS: Students receiveing the PBL instruction made statistically signaifican gains on pre/post assessments CONCLUSION: PBL is overall more effective. Teh gains were not huge, but on a student level would make a difference in grades. Not all teachers may be suited to PBL. From the data, PBL appears to have the most benefits for middle and low achieving students. This method was found to foster greater interest in the subject matter. FIRST AUTHOR'S NAME: Mergendoller