Problem-Based Learning Versus Traditional Learning in an XQ Institute High School: A Quantitative Inquiry (Poster 29)

• In Event: AERA Poster Session Sunday 1:30 p.m.
  In Poster Session: Problem-Based and Project-Based Learning Poster Session

Abstract

This study examined if a difference exists in criterion- and norm-referenced assessment scores between students taught in a Problem-Based Learning (PBL) classroom and their peers taught in a traditional classroom at the 10th and ninth grades. Statistical analyses indicated that, mostly, PBL learning students performed significantly better than their traditional learning peers. However, the analyses on the norm-referenced assessment scores of the ninth grade students were inconclusive due to lack of statistical power (usu., resulting from inadequate sample size relative to the magnitude of the effect size). The findings support more frequent use of PBL in high schools or even undergraduate programs and call for more support (e.g., training, human and financial resources) for teachers implementing PBL in classrooms.

Authors

• Heather Ann Medve, Seminole County Public Schools

• Hongwei Yang, University of West Florida

• Melanie DiLoreto, University of West Florida

• Joseph T. Harper, Independent Researcher