Probleme Dayalı Öğrenmenin Başarıya, Öz-Düzenleyici Öğrenme Becerilerine ve Akademik Özgüvene Etkisi
Turan, Belma Arslan
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The aim of this study is to determine the effects of problem-based learning on academic achievement, self-regulated learning skills, academic self-concept and to identify the views of students about problem-based learning.7th grade students in a private secondary school in Ankara (treatment=20, control=21) participated in this study. Both qualitative and quantitative research methods were used. An achievement test, follow-up tests, self-regulated learning skills scale and academic self-concept scale were used to gather quantitative data. Interview forms and self-peer assessment forms were used to gather qualitative data. Content analysis was administered to qualitative data.Mann Whitney U Test was administered to analyzed quantitative data. The quantitative results revealed that problem-based learning was effective on students academic achievements. Scores of treatment group were higher than scores of control group.