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Problem-Based Learning and Its Influence On College Preparation Knowledge, Motivation, & Self-Efficacy In High School Students. PROCEEDINGS

, California State University, Los Angeles, United States

Global Learn, in Penang, Malaysia ISBN 978-1-880094-79-2 Publisher: Association for the Advancement of Computing in Education (AACE)

Abstract

Abstract: Data indicates that the college-going rates for first-generation college going students, typically from underrepresented populations, lag behind the rates of non-underrepresented populations in the United States. While various types of college preparation (CP) programs have been funded, college going rates of first-generation college going students still lag. This study investigated the effects of problem-based learning (PBL) on the delivery of CP. Ninth grade students from a Los Angeles high school were placed in three different modes of CP; PBL, outreach service, and college center access. Data was analyzed on PBL’s influence on self-efficacy, motivation, and knowledge, as they relate to CP. Quantitative and qualitative analysis found that generally, PBL did lead to increases in motivation and self-efficacy in CP as compared to outreach and college center services. College preparation knowledge results indicate equal effectiveness amongst all three deliveries of CP.

Citation

Vazquez, M. (2010). Problem-Based Learning and Its Influence On College Preparation Knowledge, Motivation, & Self-Efficacy In High School Students. In Z. Abas et al. (Eds.), Proceedings of Global Learn 2010 (pp. 1519-1525). AACE.

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