Does Problem-Based Learning Influence Students' Motivation? A Quantitative and Qualitative Study

• In Event: Problem-Based Education SIG Full Paper Session: Argumentation, Motivation, and Problem-Solving Dynamics in Problem-Based Education

Abstract

The influence of problem-based learning (PBL) on students’ motivation was investigated in both a quantitative and qualitative study. In the first study, 85 PBL law students were compared to 69 non-PBL law students on their self-reported autonomous and controlled motivation, and feelings of autonomy, competence, and relatedness (based on Self-Determination Theory). Results demonstrated no differences, except for relatedness, which was higher among PBL students. In the second study, two focus groups with PBL students were conducted. Results showed that the mandatory presence in PBL reduces feelings of autonomy and the small group learning strengthen feelings of relatedness. These findings reveal that although PBL was assumed to foster autonomy, this was not the case. However, PBL does increase feelings of belongingness.

Authors

• Marit Wijnen, Erasmus Rotterdam University

• Sofie Loyens, University College Roosevelt

• Guus Smeets, Erasmus Rotterdam University

• Maarten Kroeze, Erasmus Rotterdam University

• Henk Van der Molen, Erasmus Rotterdam University