The Effect of Multimedia-Enriched Problem-Based Learning on Socioeconomically Disadvantaged Middle School Students' Science Learning

• In Event: The Role and Effect of PBL in Education

Abstract

This study examined how 465 socioeconomically disadvantaged middle school students used a multimedia-enriched problem-based learning (PBL) program. Using a mixed-methods design, we investigated the impact of PBL on students’ performance, and relationship among students’ self-efficacy, attitude toward science, and performance. The findings showed students’ science knowledge increased significantly after using the PBL program and students practiced problem-solving, collaboration, and self-directed learning skills. While both genders increased their science knowledge significantly, the girls had a larger knowledge gain and more girls stated they learned problem-solving skills. Students’ self-efficacy was a significant predictor of their science knowledge, and self-efficacy was a mediator between students’ attitude and science knowledge. The findings contributed to much needed literature on PBL use for socioeconomically disadvantaged population.

Authors

• Min Liu, The University of Texas at Austin

• Zilong Pan, The University of Texas at Austin

• Ying Cai, The University of Texas - Austin

• Peixia Shao, The University of Texas at Austin

• Songhee Han, The University of Texas at Austin