BackHome
Refresh: OffView Personal Schedule
Paper Summary
Share...

Direct link:

Cross-Case Comparison of Secondary School Learners' Problem-Based Learning Experiences Between Singapore and the United States

Sat, April 18, 12:25 to 1:55pm, Virtual Room

Abstract

Purpose of the Study
The purpose of this research was to investigate secondary school students’ problem-based learning (PBL) experiences across two case sites in Singapore and the U.S.A. Particularly, we seek to explore similarities and differences of learners’ PBL experiences between the two countries through the social and cultural lens.

Theoretical Frameworks
PBL is focused, inquiry-based learning that is organized around the investigation, explanation, and resolution of meaningful problems (Barrows, 2000; Torp & Sage, 2002). Guided inquiry learning approach, which share many similarities with PBL (Savery, 2006), is considered a variant of PBL in this study. There are various inquiry approaches, but they share the same characteristics: identifying information sources, formulating problem-solving goals, applying knowledge and implementing strategies, selecting appropriate solutions, and planning, monitoring and evaluating.
According to Bronfenrenner and Morris (2006), an individual’s development is influenced by a complex set of systems, including microsystem and macrosystem. The microsystem consists of people and interactions in learner’s immediate surroundings, such as family, peers, and school. The macrosystem is the broader cultural context, including cultural values and social beliefs. In this research, we examined learners’ PBL experiences in the context of microsystem and macrosystem.

Methods and Data Sources
A comparative case study approach that reanalyzed the findings from two independent case sites across two countries was used, with the following steps:
1. Generate research questions from the literature review and initial findings from each of the two sites
2. Conduct open coding in interpreting and comparing the two cases
3. Draw patterns and generate themes through a cross-cultural lens

On Singapore site, the participants were 20 9th-grade students of physics classes from four secondary schools while on the U.S. site the participants were 17 high school students from Algebra II classes and Physical Science classes. Similar inquiry models were used (e.g., Kuhlthau, Maniotes, & Caspari, 2015; Tan, 2003) by the two sites. The participants were interviewed at the end of inquiry unit, focusing on learners’ perceptions and experiences, problem-solving approaches, benefits and challenges.

Results
Initial data analysis showed diverse findings between the two case sites. The Singapore participants indicated that while both PBL and direct teaching were effective in influencing their cognition and motivation, direct teaching in this study seemed to have more adaptive effects. In comparison, the U.S participants enjoyed inquiry learning, felt a strong sense of ownership and accomplishment, and learned more deeply. None of the U.S. students mentioned direct instruction; rather they focused more on their learning experiences, processes, skills, resources, and challenges. Some students indicated a need for structure and clear instructions. Further analysis is warranted to interpret the two data sets by examining the implementation context, process, context, and set of systems in each country’s educational context.

Scholarly Significance
By reanalyzing and comparing the findings from the two cases based on the social system lens, we may be able to gain a deeper understanding of learners’ PBL experiences, which will possibly provide an insight about inconsistent findings in PBL research.

Authors