Type of Document	Dissertation
Author	Vissar, Yusra Laila
URN	etd-09232003-002957
Title	The Effects Of Problem-Based And Lecture-Based Instructional Strategies On Learner Problem Solving Performance, Problem Solving Processes, and Attitudes
Degree	Doctor of Philosophy
Department	Educational Psychology and Learning Systems, Department of
Advisory Committee	Advisor Name Title Robert Reiser Committee Chair Marcy P. Driscoll Committee Member Peter Easton Committee Member Robert M. Morgan Committee Member
Keywords	Problem-Based Instruction Lecture-Based Instruction
Date of Defense	2003-08-02
Availability	restricted
Abstract This study compared the effect of lecture-based instruction to that of pon learner performance (on near-transfer and far-transfer problems), problem solving processes (reasoning strategy usage and reasoning efficiency), and attitudes (overall motivation and learner confidence) in a Genetics course. The study also analyzed the effect of self-regulatory skills and prior-academic achievement on performance for both instructional strategies. Sixty 11th grade students at a public math and science academy were assigned to either a lecture-based instructional strategy or a problem-based instructional strategy. Both treatment groups received 18 weeks of Genetics instruction through the assigned instructional strategy. In terms of proble m solving performance, results revealed that the lecture-based group performed significantly better on near-transfer post-test problems. The problem based group performed significantly better on far-transfer post-test problems. In addition, results indicated the learners in the lecture-based instructional treatment were significantly more likely to employ data-driven reasoning in the solving of problems, whereas learners in the problem-based instructional treatment were significantly more likely to employ hypothesis-driven reasoning in problem solving. No significant differences in reasoning efficiency were uncovered between treatment groups. Preliminary analysis of the motivation data suggested that there were no significant differences in motivation between treatment groups. However, a post-research exploratory analysis suggests that overall motivation was significantly higher in the lecture-based instructional treatment than in the problem-based instructional treatment. Learner confidence was significantly higher in the lecture-based group than in the problem-based group. A significant positive correlation was detected between selfregulatory skills scores and problem solving performance scores in the problem-based group, but not in the lecture-based group. The difference between correlation coefficients for the two treatment groups was not statistically significant. Further, a significant positive correlation between prior academic achievement and problem solving performance scores was detected in both treatment groups. Once more, however, the difference between correlation coefficients for the two treatment groups was not statistically significant. Results from this research study are discussed. Limitations of the research study are identified and discussed. Recommendations for future research are presented. Finally, implications of the research study for educational research and practice are presented.
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