Problems and Motivation in Problem-Based Learning: A Case Study

• In Event: Research Contributions to Real Learning Contexts: Shaping Ideas, Enhancing Authenticity, Providing Feedback, and Increasing Motivation

Abstract

This study examined how different elements of PBL problems, which included authenticity, complexity, and structuredness, affected students’ motivation to learn in PBL environments. This study can be described as a “case study”. We designed a number of instruments to measure students’ motivation by their perceptions about these elements of the problem as well as their engagement in group work and required online activities. The participants of the study were 16 pre-service teachers. Data analysis indicated that students’ motivation might be deterred if the problem was too complex and ill-structured and without substantial facilitation from the instructor. The complexity of the problem made the students realize the necessity and benefits of sharing different ideas and perspectives to generate effective solutions.

Authors

• Şerife AK, Adnan Menderes University

• Woei Hung, University of North Dakota

• Jodi Bergland Holen, University of North Dakota