Problem Based Learning Instruction Approaches for Students’ Intrinsic Motivation Stimulus

Alias Masek

doi:doi:10.11648/j.ijvetr.20150103.12

| Peer-Reviewed

Problem Based Learning Instruction Approaches for Students’ Intrinsic Motivation Stimulus

Alias Masek

Published in International Journal of Vocational Education and Training Research (Volume 1, Issue 3)

Received: 27 July 2015 Accepted: 28 August 2015 Published: 14 September 2015

Views: Downloads:

Download PDF

Share This Article

Twitter
Linked In
Facebook

Abstract

A flawed methodology in the design of Problem Based Learning (PBL) instructional procedure often result in students’ discomfort in working in a PBL environment. As a result, student interest might difficult to sustain, and their intrinsic motivation in learning through the PBL process will be difficult to determine. This paper proposes a fourteen-step PBL instructional procedure which addresses intrinsic motivation within the students’ learning process. This particular case study addressed a course in the first year syllabus of an Electrical Engineering diploma programme. Within this course, this instructional procedure was experimentally tested and compared with Traditional Learning Approaches (TLA). The results indicated that students’ intrinsic motivation level for PBL group exceeded the students’ intrinsic motivation level in the TLA. Therefore, the fourteen-step PBL design proposed, was effective in increasing students’ intrinsic motivation than that of the TLA.

Published in	International Journal of Vocational Education and Training Research (Volume 1, Issue 3)
DOI	10.11648/j.ijvetr.20150103.12
Page(s)	42-48
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2015. Published by Science Publishing Group

Keywords

Problem Based Learning, Engineering Education, Intrinsic Motivation, Instructional Design

References

[1]	Artino, A.R. (2008). A brief analysis of research on problem based learning. Retrieved From http://www.eric.ed.gov/ERICWebPorta l/record Detail?accno=ED501593
[2]	Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16, 235–266.
[3]	Fink, F.K. (1999). The integration of engineering practice into curriculum-25 years of experience with problem based learning. Proceeding of 29th ASEE/IEEE Frontiers in Education Conference. Puerto Rico: American Society of Engineering Education.
[4]	Ryan, R.M. (1982). Control and information in the intrapersonal sphere: An extension of cognitive evaluation theory. Journal of Personality Social Psychology, 43, 450-461.
[5]	Savery, J.R. (2006). Overview of problem based learning: Definition and distinctions. International Journal of Problem Based Learning, 1(1),9-20.
[6]	Pederson, S. (2003). Motivational orientation in a problem based learning environment. Journal of Interactive Learning Research, 14(1), 51-77.
[7]	Hung, W. (2009). The 9-step problem design process for problem based learning: Application of the 3C3R model. Educational Research Review, 4, 118-141.
[8]	Savin-Baden, M. (2004). Understanding the impact of assessment on student in Problem Based Learning. Industrial in Education and Teaching International, 41, 223-233.
[9]	Savin-Baden, M. (2000). Problem-Based Learning in Higher Education: Untold Stories. Buckingham: Open University Press.
[10]	Zhang, G. (2002). Using Problem Based Learning and cooperative group learning in teaching instrumental analysis. The China Papers, October 2002, 4-8.
[11]	Norman, G.R. & Schmidt, H.G. (2000). Effectiveness of problem based learning curricula: Theory, practice and paper darts. Medical Education, 34, 721-728.
[12]	Ribeiro, L.R.C. (2008). Electrical engineering students evaluate problem-based-learning (PBL).International Journal of Electrical Engineering Education, 45(2), 152-161.
[13]	Wee K.N.L. (2004). Jump Start Authentic Problem Based Learning. Singapore: Prentice Hall Pearson Education South Asia Pte. Ltd.
[14]	Kolmos, A., Kuru, S., Hansen, H., Eskil, T., Podesta, L., Fink, F., de Graaff, E., Wolf, J.U. &Soylu, A. (2007). Problem Based Learning: Special Interest Group B5. Retrieved from TREE – Teaching and Research in Engineering in Europe: http://www3.unifi.it/ tree/dl/oc/b5.pdf
[15]	Koschmann, T. (2001). Dewey's Contribution to a Standard of Problem-Based Learning Practice. Paper presented at the European perspectives on computer-supported collaborative learning: Proceedings of the 1st European Conference on Computer-Supported Collaborative Learning. Netherland: Maastricht University
[16]	Arts, J.A.R., Gijselaers, W.H. &Segers, M.S.R. (2002). Cognitive effects of an authentic computer- supported, problem based learning environment. Instructional Science, 30, 465-495.
[17]	Masek, A. &Yamin, S. (2010). Problem Based Learning model: A collection from the literature. Asian Social Science, 6(8),148-156.
[18]	Perera, R., Heneghan, C. &Badenoch, D. (2008). Statistics toolkit. Massachusetts: Blackwell Publishing.
[19]	Black, T.R. (1999). Doing Quantitative Research in the social sciences: An integrated approach to research design, measurement and statistic. London: Sage Publication Ltd.
[20]	Department of Polytechnic Education (DPE) (2010).Quick Facts: Transforming lives-April 2010. Retrieved from Department of Polytechnic Education website: http://politeknik.gov.my/webjpp 2/files/QF_April_2010.pdf
[21]	Foldevi, M., Sommansson, G. &Trell, E. (1994). Problem based medical education in general practice: experience from Linkoping, Sweden. British. Journal of General Practice, 44, 473-476.
[22]	Cohen, J. (1992). A power primer. Psycho. Bull., 112,155-159.
[23]	Ryan, R.M. &Deci, E.L. (2000). Self-Determination Theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78.
[24]	Wijnia, L., Loyens, M.M.S. &Derous, E. (2011). Investigating the effects of problem-based versus lecture-based learning environments on student motivation. Contemporary Educational Psychology, 36(2), 101-113.

Cite This Article

Plain Text BibTeX RIS

APA Style

Alias Masek. (2015). Problem Based Learning Instruction Approaches for Students’ Intrinsic Motivation Stimulus. International Journal of Vocational Education and Training Research, 1(3), 42-48. https://doi.org/10.11648/j.ijvetr.20150103.12

Copy | Download

ACS Style

Alias Masek. Problem Based Learning Instruction Approaches for Students’ Intrinsic Motivation Stimulus. Int. J. Vocat. Educ. Train. Res. 2015, 1(3), 42-48. doi: 10.11648/j.ijvetr.20150103.12

Copy | Download

AMA Style

Alias Masek. Problem Based Learning Instruction Approaches for Students’ Intrinsic Motivation Stimulus. Int J Vocat Educ Train Res. 2015;1(3):42-48. doi: 10.11648/j.ijvetr.20150103.12

Copy | Download

@article{10.11648/j.ijvetr.20150103.12,
  author = {Alias Masek},
  title = {Problem Based Learning Instruction Approaches for Students’ Intrinsic Motivation Stimulus},
  journal = {International Journal of Vocational Education and Training Research},
  volume = {1},
  number = {3},
  pages = {42-48},
  doi = {10.11648/j.ijvetr.20150103.12},
  url = {https://doi.org/10.11648/j.ijvetr.20150103.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijvetr.20150103.12},
  abstract = {A flawed methodology in the design of Problem Based Learning (PBL) instructional procedure often result in students’ discomfort in working in a PBL environment. As a result, student interest might difficult to sustain, and their intrinsic motivation in learning through the PBL process will be difficult to determine. This paper proposes a fourteen-step PBL instructional procedure which addresses intrinsic motivation within the students’ learning process. This particular case study addressed a course in the first year syllabus of an Electrical Engineering diploma programme. Within this course, this instructional procedure was experimentally tested and compared with Traditional Learning Approaches (TLA). The results indicated that students’ intrinsic motivation level for PBL group exceeded the students’ intrinsic motivation level in the TLA. Therefore, the fourteen-step PBL design proposed, was effective in increasing students’ intrinsic motivation than that of the TLA.},
 year = {2015}
}

Copy | Download

TY  - JOUR
T1  - Problem Based Learning Instruction Approaches for Students’ Intrinsic Motivation Stimulus
AU  - Alias Masek
Y1  - 2015/09/14
PY  - 2015
N1  - https://doi.org/10.11648/j.ijvetr.20150103.12
DO  - 10.11648/j.ijvetr.20150103.12
T2  - International Journal of Vocational Education and Training Research
JF  - International Journal of Vocational Education and Training Research
JO  - International Journal of Vocational Education and Training Research
SP  - 42
EP  - 48
PB  - Science Publishing Group
SN  - 2469-8199
UR  - https://doi.org/10.11648/j.ijvetr.20150103.12
AB  - A flawed methodology in the design of Problem Based Learning (PBL) instructional procedure often result in students’ discomfort in working in a PBL environment. As a result, student interest might difficult to sustain, and their intrinsic motivation in learning through the PBL process will be difficult to determine. This paper proposes a fourteen-step PBL instructional procedure which addresses intrinsic motivation within the students’ learning process. This particular case study addressed a course in the first year syllabus of an Electrical Engineering diploma programme. Within this course, this instructional procedure was experimentally tested and compared with Traditional Learning Approaches (TLA). The results indicated that students’ intrinsic motivation level for PBL group exceeded the students’ intrinsic motivation level in the TLA. Therefore, the fourteen-step PBL design proposed, was effective in increasing students’ intrinsic motivation than that of the TLA.
VL  - 1
IS  - 3
ER  -

Copy | Download

Author Information

Alias Masek

Faculty of Technical and Vocational Education, Universiti Tun Hussein Onn Malaysia, Parit Raja, BatuPahat, Johor, Malaysia

Download PDF

Sections

Plain Text BibTeX RIS

APA Style

Alias Masek. (2015). Problem Based Learning Instruction Approaches for Students’ Intrinsic Motivation Stimulus. International Journal of Vocational Education and Training Research, 1(3), 42-48. https://doi.org/10.11648/j.ijvetr.20150103.12

Copy | Download

ACS Style

Alias Masek. Problem Based Learning Instruction Approaches for Students’ Intrinsic Motivation Stimulus. Int. J. Vocat. Educ. Train. Res. 2015, 1(3), 42-48. doi: 10.11648/j.ijvetr.20150103.12

Copy | Download

AMA Style

Alias Masek. Problem Based Learning Instruction Approaches for Students’ Intrinsic Motivation Stimulus. Int J Vocat Educ Train Res. 2015;1(3):42-48. doi: 10.11648/j.ijvetr.20150103.12

Copy | Download

@article{10.11648/j.ijvetr.20150103.12,
  author = {Alias Masek},
  title = {Problem Based Learning Instruction Approaches for Students’ Intrinsic Motivation Stimulus},
  journal = {International Journal of Vocational Education and Training Research},
  volume = {1},
  number = {3},
  pages = {42-48},
  doi = {10.11648/j.ijvetr.20150103.12},
  url = {https://doi.org/10.11648/j.ijvetr.20150103.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijvetr.20150103.12},
  abstract = {A flawed methodology in the design of Problem Based Learning (PBL) instructional procedure often result in students’ discomfort in working in a PBL environment. As a result, student interest might difficult to sustain, and their intrinsic motivation in learning through the PBL process will be difficult to determine. This paper proposes a fourteen-step PBL instructional procedure which addresses intrinsic motivation within the students’ learning process. This particular case study addressed a course in the first year syllabus of an Electrical Engineering diploma programme. Within this course, this instructional procedure was experimentally tested and compared with Traditional Learning Approaches (TLA). The results indicated that students’ intrinsic motivation level for PBL group exceeded the students’ intrinsic motivation level in the TLA. Therefore, the fourteen-step PBL design proposed, was effective in increasing students’ intrinsic motivation than that of the TLA.},
 year = {2015}
}

Copy | Download

TY  - JOUR
T1  - Problem Based Learning Instruction Approaches for Students’ Intrinsic Motivation Stimulus
AU  - Alias Masek
Y1  - 2015/09/14
PY  - 2015
N1  - https://doi.org/10.11648/j.ijvetr.20150103.12
DO  - 10.11648/j.ijvetr.20150103.12
T2  - International Journal of Vocational Education and Training Research
JF  - International Journal of Vocational Education and Training Research
JO  - International Journal of Vocational Education and Training Research
SP  - 42
EP  - 48
PB  - Science Publishing Group
SN  - 2469-8199
UR  - https://doi.org/10.11648/j.ijvetr.20150103.12
AB  - A flawed methodology in the design of Problem Based Learning (PBL) instructional procedure often result in students’ discomfort in working in a PBL environment. As a result, student interest might difficult to sustain, and their intrinsic motivation in learning through the PBL process will be difficult to determine. This paper proposes a fourteen-step PBL instructional procedure which addresses intrinsic motivation within the students’ learning process. This particular case study addressed a course in the first year syllabus of an Electrical Engineering diploma programme. Within this course, this instructional procedure was experimentally tested and compared with Traditional Learning Approaches (TLA). The results indicated that students’ intrinsic motivation level for PBL group exceeded the students’ intrinsic motivation level in the TLA. Therefore, the fourteen-step PBL design proposed, was effective in increasing students’ intrinsic motivation than that of the TLA.
VL  - 1
IS  - 3
ER  -

Copy | Download