Situational Interest in Mathematics: A Microanalytical Comparison of Problem-Based Learning Versus Direct Instruction

• In Event: Interest, Affect, and Motivation

Abstract

The objective of the present study was to investigate whether learning environments encouraging different levels of activity in students influence situational interest and academic achievement in primary school mathematics. A quasi-experiment was conducted in which 54 girls were assigned either to problem-based learning or to direct-instruction. A measure of situational interest was administered on six occasions to both groups. ANOVAs and path analysis were carried out to analyze the data. The results revealed that the problem-based group was significantly more interested in the subject than the direct-instruction group and performed significantly better. The treatment had both a direct and an indirect influence on achievement, namely via situational interest – the latter causal path was stronger. Implications of these findings are discussed.

Authors

• Jerome I. Rotgans, National Institute of Education - Nanyang Technological University

• Henk G. Schmidt, Radboud University Nijmegen