Comparison of Problem-Based Learning and Lecture-Based learning Effectiveness on Achievement Emotions
Subject Areas : Clinical psychology
Rahim
Badri Gargari
1
(Tabriz University)
Shahram
Vahedi
2
(Tabriz University)
Yousef
Adib
3
(Tabriz University)
Sina
Shafiei Soork
4
(PhD Candidate of Tabriz University)
Keywords: lecture, problem-based learning, achievement emotions,
Abstract :
this quasi-experimental study aimed to compare the effectiveness of problem-based learning (PBL) and traditional lecture-based learning (LBL) on achievement emotions among teacher students. The pretest posttest nonequivalent control group design was used to test the research hypotheses. Using convenience sampling, two classes were selected from Farhangian University in Yazd, Iran.The classes randomly assigned into the experimental group (n=35) and control group (n=33). The experimental group received PBL and the control group received LBL. The participants completed the Achievement Emotions Questionnaire (Pekrun, Goetz, Titz & Perry, 2002). The results of univariate analysis of covariance indicated that PBL was more effective than LBL in positive class-related emotions, including enjoyment, hope, and pride, and in positive learning-related emotions, including enjoyment, hope, and pride.The finding suggested that the PBL approach can be an alternative to the traditional lecture method in the education of teacher students.
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