The effects of problem based learning on knowledge acquisition, critical thinking, and intrinsic motivation of electrical engineering students

It is timely with the agenda of polytechnic educational transformation, this research was initiated to examine the effects of Problem Based Learning (PBL) on students’ knowledge acquisitions, critical thinking ability, and intrinsic motivation and thus to propose a PBL instructional procedure,...

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Main Author:	Masek, Alias
Format:	Thesis
Language:	English
Published:	2012
Subjects:	LB Theory and practice of education LB1025-1050.75 Teaching (Principles and practice)
Online Access:	http://eprints.uthm.edu.my/2476/1/24p%20ALIAS%20MASEK.pdf
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spelling	my-uthm-ep.24762022-02-03T01:51:28Z The effects of problem based learning on knowledge acquisition, critical thinking, and intrinsic motivation of electrical engineering students 2012-08 Masek, Alias LB Theory and practice of education LB1025-1050.75 Teaching (Principles and practice) It is timely with the agenda of polytechnic educational transformation, this research was initiated to examine the effects of Problem Based Learning (PBL) on students’ knowledge acquisitions, critical thinking ability, and intrinsic motivation and thus to propose a PBL instructional procedure, for the polytechnic’s electrical engineering course. An experiment, consisting of pre-test and post-test, was carried out on 53 undergraduate students of electrical engineering course, who attended the Electrical Technology Module (ET101) in their first semester. A control group was maintained in order to verify the results of the experiment. The treatment used a special design of PBL procedures in the experimental group for a ten weeks period, and the existing method of conventional teaching was retained in the control group. Participants completed pre-test and post-tests based on three instruments: knowledge acquisition test, translated version of The Cornell Critical Thinking Test Specimen set, and intrinsic motivation questionnaire. The data were analysed using MANCOVA and results were obtained. Students’ knowledge acquisition in the PBL group was significantly higher than that of their counterparts [F (1, 44) = 5.37, p < 0.05], with medium effect size (d = .68). Students’ intrinsic motivation in the PBL group was significantly higher than that of their counterparts, [F (1, 44) = 5.18, p < 0.05], with medium effect size (d = .68). However, students’ critical thinking ability in the PBL group was not significantly different from that of their counterparts in the TLA group [F (1, 44) = .019, p > 0.05]. Therefore, it can be concluded that PBL enhances students’ knowledge acquisitions and intrinsic motivation, but does not improve students’ critical thinking ability as compared to conventional approach. The implication is that the PBL procedures used in this study may be useful for educators in polytechnics, though some modifications are required to fine-tune the original framework for future implementation. 2012-08 Thesis http://eprints.uthm.edu.my/2476/ http://eprints.uthm.edu.my/2476/1/24p%20ALIAS%20MASEK.pdf text en public phd doctoral Universiti Tun Hussein Onn Malaysia Fakulti Pendidikan Teknikal dan Vokasional
institution	Universiti Tun Hussein Onn Malaysia
collection	UTHM Institutional Repository
language	English
topic	LB Theory and practice of education LB1025-1050.75 Teaching (Principles and practice)
spellingShingle	LB Theory and practice of education LB1025-1050.75 Teaching (Principles and practice) Masek, Alias The effects of problem based learning on knowledge acquisition, critical thinking, and intrinsic motivation of electrical engineering students
description	It is timely with the agenda of polytechnic educational transformation, this research was initiated to examine the effects of Problem Based Learning (PBL) on students’ knowledge acquisitions, critical thinking ability, and intrinsic motivation and thus to propose a PBL instructional procedure, for the polytechnic’s electrical engineering course. An experiment, consisting of pre-test and post-test, was carried out on 53 undergraduate students of electrical engineering course, who attended the Electrical Technology Module (ET101) in their first semester. A control group was maintained in order to verify the results of the experiment. The treatment used a special design of PBL procedures in the experimental group for a ten weeks period, and the existing method of conventional teaching was retained in the control group. Participants completed pre-test and post-tests based on three instruments: knowledge acquisition test, translated version of The Cornell Critical Thinking Test Specimen set, and intrinsic motivation questionnaire. The data were analysed using MANCOVA and results were obtained. Students’ knowledge acquisition in the PBL group was significantly higher than that of their counterparts [F (1, 44) = 5.37, p < 0.05], with medium effect size (d = .68). Students’ intrinsic motivation in the PBL group was significantly higher than that of their counterparts, [F (1, 44) = 5.18, p < 0.05], with medium effect size (d = .68). However, students’ critical thinking ability in the PBL group was not significantly different from that of their counterparts in the TLA group [F (1, 44) = .019, p > 0.05]. Therefore, it can be concluded that PBL enhances students’ knowledge acquisitions and intrinsic motivation, but does not improve students’ critical thinking ability as compared to conventional approach. The implication is that the PBL procedures used in this study may be useful for educators in polytechnics, though some modifications are required to fine-tune the original framework for future implementation.
format	Thesis
qualification_name	Doctor of Philosophy (PhD.)
qualification_level	Doctorate
author	Masek, Alias
author_facet	Masek, Alias
author_sort	Masek, Alias
title	The effects of problem based learning on knowledge acquisition, critical thinking, and intrinsic motivation of electrical engineering students
title_short	The effects of problem based learning on knowledge acquisition, critical thinking, and intrinsic motivation of electrical engineering students
title_full	The effects of problem based learning on knowledge acquisition, critical thinking, and intrinsic motivation of electrical engineering students
title_fullStr	The effects of problem based learning on knowledge acquisition, critical thinking, and intrinsic motivation of electrical engineering students
title_full_unstemmed	The effects of problem based learning on knowledge acquisition, critical thinking, and intrinsic motivation of electrical engineering students
title_sort	effects of problem based learning on knowledge acquisition, critical thinking, and intrinsic motivation of electrical engineering students
granting_institution	Universiti Tun Hussein Onn Malaysia
granting_department	Fakulti Pendidikan Teknikal dan Vokasional
publishDate	2012
url	http://eprints.uthm.edu.my/2476/1/24p%20ALIAS%20MASEK.pdf
_version_	1747830961715806208

The effects of problem based learning on knowledge acquisition, critical thinking, and intrinsic motivation of electrical engineering students

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