Modified PBL Approaches in Nursing English Pedagogy and Their Impacts on Student’s Achievement, Learning Strategies and Motivation
DOI:
https://doi.org/10.14738/assrj.15.510Keywords:
Constructivist learning, Problem-based learning (PBL), Blended problem-based learning (B-PBL), ICT, Self-regulated learning, Motivation orientationAbstract
Successful learning often lies in a defined philosophy of social factors that operate in the framework of individual experience. Constructivism, or constructivist learning has been a philosophical shift in the educational psychology. Problem-based learning (PBL) is a prime example of social constructivism. This quasi-experimental study investigated traditional lecture instruction, PBL, and blended problem-based learning (B-PBL) on students’ academic achievement, motivation orientation, and use of learning strategies. Positive results for the field of education and B-PBL environments have indicated the need for changes in higher education course design. This study also indicates that a combination of factors for instructing course curricula may be extremely beneficial and essential to consider before designing a course. With findings from the study revealing significantly positive results from the B-PBL group over the PBL group and the Traditional group, its impacts on academic achievement and self-regulation should not be overlooked.References
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