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題 名 | 問題導向學習成效之後設分析=A Meta-Analysis of the Effectiveness on Problem-Based Learning |
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作 者 | 洪淑君; | 書刊名 | 新臺北護理期刊 |
卷 期 | 11:2 2009.10[民98.10] |
頁 次 | 頁47-62 |
分類號 | 521.422 |
關鍵詞 | 問題導向學習; 後設分析; 學習成效; Problem-based learning; Meta-analysis; Learning effectiveness; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究採後設分析法,探究台灣地區實施問題導向學習(problem-based learning [PBL])對於學習成就表現、學習態度及問題解決能力之影響,與其可能的調節變項。根據本研究所訂定之篩選標準,最後共獲得24篇研究、53個效果量進行後設分析。在學習成就表現、學習態度與問題解決能力的調節變項分別為:學校層級、學科領域、測量工具與PBL時間。研究結果顯示:PBL於學習成就表現、學習態度及問題解決能力的區間估計均不包含0,表示PBL的確具有成效;本研究在PBL對學習成就表現之影響的合併的效果量為0.3676,對學習態度之影響的合併的效果量為0.2465,對問題解決能力之影響的合併的效果量為0.4761。儘管PBL對於學習者的學習成就表現、學習態度及問題解決能力僅具有中低程度的提升效果,但仍能支持推動PBL的重要性與必要性。 |
英文摘要 | The purpose of this study was to explore the effectiveness on problem-based learning and potential moderator variables by applying meta-analysis method. According to the screening criteria of the study, 24 studies and 53 effect sizes were included. The potential moderator variables in learning achievement performance, learning attitude, and problem-solving ability were school level, subject domain, measurement, and duration of PBL intervention. The result showed that PBL was effective in learning achievement performance (effect size: 0.3676), learning attitude (effect size: 0.2465), and problem-solving ability (effect size: 0.4761). Although PBL only had middle-low effectiveness, it was important and necessary to promote PBL. |
本系統中英文摘要資訊取自各篇刊載內容。