Problem-Based Learning and Its Influence On College Preparation Knowledge, Motivation, & Self-Efficacy In High School Students. PROCEEDINGS
Marcelo Vazquez, 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: 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.
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). Association for the Advancement of Computing in Education (AACE).
© 2010 AACE