Dissertation/Thesis Abstract

The Effect of a Problem-Based Learning (PBL) Program on the Development of Problem-Solving (a 21st Century Skill) in High School Students
by Oestreicher, David Benjamin, Ed.D., Southern Connecticut State University, 2019, 204; 27542516
Abstract (Summary)

The purpose of this quasi-experimental, mixed-methods study (Creswell, 2014) was to determine whether a Problem-Based Learning program, implemented in a Connecticut high school, using problems based in naturally occurring phenomena, aligned with the Next Generation Science Standards (https://portal.ct.gov/SDE/Science/Science-Standards-and-Resources) and assessed through a computer-based program, Star Math, had a statistically significant effect on the problem-solving/critical thinking skills of the students who took a PBL Biology course in their freshmen year and/or a PBL Chemistry course in their sophomore year; and what the perceptions of the courses were as reported by the students and teachers respectively.

While both students and faculty reported positive perceptions of the PBL courses, the effects of the PBL courses showed no significant improvement in the students’ problem-solving or critical thinking as measured by the Star Math assessment.

Indexing (document details)
Advisor: Madonia, Peter
Commitee: Starling, Natalie R., Tenney, Jodiann
School: Southern Connecticut State University
Department: Educational Leadership
School Location: United States -- Connecticut
Source: DAI-A 81/5(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Secondary education, Curriculum development
Keywords: 21st Century Skills, Critical thinking, High school, Problem-based learning, Problem-solving, Science
Publication Number: 27542516
ISBN: 9781392345184
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