Using problem-based learning to increase computer self-efficacy in Taiwanese students

• Published in: Interactive learning environments Vol. 25; no. 3; pp. 329 - 342
• Main Authors: Smith, Cary Stacy, Hung, Li-Ching
• Format: Journal Article
• Language: English
• Published: Abingdon Routledge 03.04.2017; Taylor & Francis Ltd
• Subjects: Comparative Analysis; Computer; Computer Literacy; Control Groups; Data Analysis; Elementary School Students; Experimental Groups; Foreign Countries; General Self-Efficacy Scale; Goodness of Fit; Grade 6; Instructional Effectiveness; Interactive learning; Pretests Posttests; Problem Based Learning; Problem Solving; Quasiexperimental Design; Regression (Statistics); Self Concept Measures; Self Efficacy; Statistical Analysis; Students; Taiwan; Teaching Methods; Taiwan
• ISSN: 1049-4820; 1744-5191
• DOI: 10.1080/10494820.2015.1127818

In Taiwan, teaching focuses around lecturing, with students having little opportunity to interact with each other. Problem-based learning (PBL) is a means of instruction where students learn the subject by being active participants in the pedagogical process, with the emphasis on problem-solving. In this study, the authors investigated whether PBL would enhance self-efficacy better than common lecturing with children who had little access to technology outside of school. Two sixth-grade computer classes, both with 32 students in each and both located in the mountainous regions of eastern Taiwan, served as participants. A quasi-experimental, non-equivalent control group design was used with one class utilizing PBL principles, while the other used traditional lecturing. A pre-/posttest was administered, using the General Self-Efficacy Scale with data analysis employing the Mann-Whitney test and Pearson Goodness-of-Fit. The results indicated that PBL is superior to lecturing, with respect to an increase in computer self-efficacy.