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Can Using A Multimedia-Enriched Problem-Based Learning Environment Improve At-Risk Students’ Attitude?
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, The University of Texas at Austin, United States ; , Harrisburg University of Science and Technology, United States ; , , , The University of Texas at Austin, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in New Orleans, Louisiana, United States ISBN 978-1-939797-45-2 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Research has shown students’ attitude toward learning affects their learning outcomes. In this study, we examined if the use of a multimedia-enriched problem-based earning (PBL) science environment can improve at-risk middle school students’ attitude toward science. The results, using a mixed-methods design, showed that these students significantly improved their attitude toward science after they engaged in PBL learning. While there were no differences in the attitude toward science scores between the genders, the girls had larger gain scores from pre- to post-tests. A strong positive relationship between attitude toward science and science knowledge was also found. Such research should provide much needed insights on the effect of PBL for all students.

Citation

Liu, M., Liu, S., Pan, Z., Zou, W. & Li, C. (2019). Can Using A Multimedia-Enriched Problem-Based Learning Environment Improve At-Risk Students’ Attitude?. In S. Carliner (Ed.), Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 644-649). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 19, 2024 from .