The effect of directive tutor guidance in problem-based learning of statistics on students' perceptions and achievement

被引：28

作者：

Bude, Luc ^{[1
]}

Imbos, Tjaart ^{[1
]}

Wiel, Margaretha W. J. v. d. ^{[1
]}

Broers, Nick J. ^{[1
]}

Berger, Martijn P. F. ^{[1
]}

机构：

[1] Maastricht Univ, Dept Methodol & Stat, NL-6200 MD Maastricht, Netherlands

来源：

HIGHER EDUCATION | 2009年 / 57卷 / 01期

关键词：

Guided learning; Human tutoring; Problem-based learning; Statistics education; Students' achievement; COGNITIVE-LOAD APPROACH; WORKED EXAMPLES; SELF-EXPLANATIONS; ARCHITECTURE; STRATEGIES; MOTIVATION;

D O I：

10.1007/s10734-008-9130-8

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

In this study directive tutor guidance in problem-based learning (PBL) of statistics is investigated. In a quasi experiment in an educational setting, directive guiding tutors were compared with tutors in a more traditional role. Results showed that the subjective perceptions of the students with regard to the course, the tutor, and the discussions in the tutorial meetings were more positive in the guided condition. The quality of the problems used in the meetings and general tutor functioning were evaluated as equal in both conditions. Achievement was marginally higher in the guided condition. It can be concluded that directive tutor guidance is an effective addition to PBL of statistics.

引用

页码：23 / 36

页数：14

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