Poster #13 - Problem-Based Learning in Teacher Education: Is It More Effective at Developing Confidence Than Lecture?

• In Event: 63.088 - MTCC Poster Session 14
  In Poster Session: 63.088-3 - Division K Section 10: Teacher Educator Learning and Practice

Abstract

Considerable research supports problem-based learning (PBL) as a pedagogical strategy in teacher education. However, no studies identify PBL’s effects on preservice teachers’ confidence gains using a quasi-experimental design. In this study, two Educational Psychology sections of preservice teachers learned about PBL. One section’s participants (n = 100) learned in a traditional lecture format. Another section’s participants (n = 110) learned through doing PBL. All participants completed pre/post surveys about confidence factors. Analyses included descriptives, t-tests, and effect size. Findings showed significant mean gain differences between the two groups, and the PBL method demonstrated moderate to high effect size on participant confidence with one exception: problem solving confidence, which was similar for both groups. Implications for pedagogical consideration are discussed.

Authors

• Vincent R. Genareo, Salisbury University

• Renee Mary Lyons, Clemson University