Understanding Middle School Students’ Self-Efficacy in a Technology-Enriched Problem-Based Learning Program: A Learning Analytics Approach

• In Event: Data-Driven Decision Making

Abstract

Research suggests learning analytics (LA) can provide insights into students’ problem-solving process and offer teachers valuable information about when to provide necessary scaffolding in problem-based learning (PBL) implementation. Yet, LA research in K-12 is lacking. There is also a need to explore how K-12 students’ self-efficacy may impact their problem-solving performance and learning behaviors. This study explored the relationships between 418 middle school students’ self-efficacy and their behavioral learning patterns after using a multimedia-enriched PBL program. Using a mixed-methods design, we showed that students’ different levels of self-efficacy were correlated with their success rates in solving problems. Our analysis indicated that the students with higher self-efficacy used more appropriate tools at the appropriate times than students with lower self-efficacy.

Authors

• Min Liu, University of Texas at Austin

• Ying Cai, University of Texas at Austin

• Songhee Han, Florida State University

• Peixia Shao, University of Texas at Austin