Middle School Students’ Self-Efficacy, Attitudes, and Achievement in a Computer-Enhanced Problem-Based Learning Environment

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Liu, M., Hsieh, P.(.H., Cho, Y. & Schallert, D. (2006). Middle School Students’ Self-Efficacy, Attitudes, and Achievement in a Computer-Enhanced Problem-Based Learning Environment. Journal of Interactive Learning Research, 17(3), 225-242. Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/18928.

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Journal Information

Journal of Interactive Learning Research
ISSN 1093-023X
Volume 17, Issue 3, July 2006
Association for the Advancement of Computing in Education (AACE)  Chesapeake, VA

More Information on JILR

Authors

Min Liu, The University of Texas at Austin, United States; Peggy (Pei-Hsuan) Hsieh, The University of Texas at San Antonio, United States; YoonJung Cho, Washington State University, USA, United States; Diane Schallert, The University of Texas at Austin, United States

Abstract

This study examined the effect of a computer-enhanced problem-based learning (PBL) environment on middle school students' learning, investigating the relationship among students' self-efficacy, attitude toward science, and achievement. As Bandura defined it (1986), self-efficacy refers to the beliefs people have about whether or not they can successfully complete a task. From analyses of quantitative and qualitative data, findings indicated an increase in students' science achievement and self-efficacy for learning science after their engagement in a computer-enhanced PBL environment; however, no significant changes were seen in their attitude toward science. Students' attitude toward science and self-efficacy beliefs were positively related to each other. Self-efficacy was shown to be a statistically significant predictor of science achievement scores but attitude was not. In addition, when groups were formed based on a median split of attitude and self-efficacy scores, a significant interaction was found. Among students with low attitude, science achievement scores were significantly higher for the high self-efficacy than for the low self-efficacy group, while students in the high attitude group showed no difference in the achievement scores regardless of their self-efficacy grouping. Results suggested that students' self-efficacy towards science learning could be used to predict achievement.

Keywords

• Multimedia

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