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The Effect of Problem-Based Learning on Motivation, Engagement, and Teacher Efficacy.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	The Effect of Problem-Based Learning on Motivation, Engagement, and Teacher Efficacy./
Author:	Utterback, Elizabeth M.
Description:	1 online resource (122 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-01, Section: A.
Contained By:	Dissertations Abstracts International85-01A.
Subject:	Educational leadership. -
Online resource:	click for full text (PQDT)
ISBN:	9798379943998

The Effect of Problem-Based Learning on Motivation, Engagement, and Teacher Efficacy.
Utterback, Elizabeth M.

The Effect of Problem-Based Learning on Motivation, Engagement, and Teacher Efficacy. - 1 online resource (122 pages)

Source: Dissertations Abstracts International, Volume: 85-01, Section: A.

Thesis (Ed.D.)--Missouri Baptist University, 2023.

Includes bibliographical references

Problem-Based Learning (PBL) is an inquiry based learning model, creating hands-on learning opportunities for students. In an era lacking motivation and engagement (Collier, 2015), educators have been challenged to find innovative ways to spark these skills along with the 21st century learning skills of collaboration, creativity, communication, and critical thinking. The aforementioned skills can be tied to college and career readiness skills desired by future employers and post-secondary institutions (Aldrich, 2021). A large suburban high school in northeast Missouri recognized the deficiency of these skills in students and implemented PBL to help strengthen these areas and improve college and career readiness of students. The purpose of this concurrent mixed-methods research study was to determine if changing the method of instruction from traditionally structured lessons to PBL instructional methods increased the three targets of the study: student motivation, student engagement, and teacher efficacy by evaluating the perceptions of teachers and students in 9th and 12th grade classes to increase college and career readiness skills through the lens of student motivation and engagement. This research study was guided by the overarching research question: What are student and teacher perceptions on how PBL impacts the effectiveness of a classroom lesson to meet college and career readiness skills? The research used triangulation of data from three sources: shelf data, student interviews, and teacher surveys. Likert-scale type questions were analyzed to provide quantifiable values highlighting how the student participants felt about their experience with PBL. Qualitative data gathered from the student interviews, teacher surveys, and other aspects of the shelf data were analyzed through a thematic analysis method, identifying common themes, topics, phrases, and patterns in a semantic approach. Results of the study revealed a positive impact of PBL in regards to motivation, engagement, and teacher efficacy. These themes highlighted the positive impact, perceived by teachers and students, PBL has on student motivation, engagement, and the development of 21st century skills. The importance of proper PBL training for teachers also emerged as a theme from teacher surveys. Based on this concurrent mixed-methods research study, the conclusion can be made that PBL positively impacted areas of student engagement and motivation, as well as teacher efficacy, as perceived by teachers and students at the research site. As an implication, educators can implement PBL in their classrooms as a means of potentially increasing college and career readiness in the areas of motivation, engagement, and 21st century skills including creativity, communication, collaboration, and critical thinking.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798379943998Subjects--Topical Terms:

585508
Educational leadership.
Subjects--Index Terms:

EfficacyIndex Terms--Genre/Form:

554714
Electronic books.

The Effect of Problem-Based Learning on Motivation, Engagement, and Teacher Efficacy.
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