The purpose of this research was to determine if there were differences in academic performance between students who participated in traditional versus collaborative problem-based learning (PBL) instructional design approaches to physics curricula. This study utilized a quantitative quasi-experimental design methodology to determine the significance of differences in pre- and posttest introductory physics exam performance between students who participated in traditional (i.e., control group) versus collaborative problem solving (PBL) instructional design (i.e., experimental group) approaches to physics curricula over a college semester in 2008. There were 42 student participants (N = 42) enrolled in an introductory physics course at the research site in the Spring 2008 semester who agreed to participate in this study after reading and signing informed consent documents. A total of 22 participants were assigned to the experimental group (n = 22) who participated in a PBL based teaching methodology along with traditional lecture methods. The other 20 students were assigned to the control group (n = 20) who participated in the traditional lecture teaching methodology. Both the courses were taught by experienced professors who have qualifications at the doctoral level. The results indicated statistically significant differences (pThe scenario presented in the proposed research question related to physics teaching is a quasi-experimental design in which random sampling is not possible. ... Data Collection Procedures According to Creswell (2005), the process of data collection involves the following five steps: (a) ... Students in each group were provided with work sheets that contain instructions on problemsolving strategies, anbsp;...
|Title||:||Learning Physics: A Comparative Analysis Between Instructional Design Methods|
|Publisher||:||ProQuest - 2008|