Middle School Students' Self-Efficacy, Attitudes, and Achievement in a Computer-Enhanced Problem-Based Learning Environment.

Liu, Min; Hsieh, Peggy (Pei-Hsuan); Cho, Yoonjung; Schallert, Diane

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Title: Middle School Students' Self-Efficacy, Attitudes, and Achievement in a Computer-Enhanced Problem-Based Learning Environment

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Title:	Middle School Students' Self-Efficacy, Attitudes, and Achievement in a Computer-Enhanced Problem-Based Learning Environment
Authors:	Liu, Min; Hsieh, Peggy (Pei-Hsuan); Cho, Yoonjung; Schallert, Diane
Descriptors:	Middle School Students; Self Efficacy; Academic Achievement; Computer Assisted Instruction; Problem Based Learning; Educational Environment; Science Achievement; Student Attitudes; Problem Solving; Hispanic American Students; African American Students; White Students; Ethnic Groups; Grade 10; Grade 6
Source:	Journal of Interactive Learning Research, v17 n3 p 225-242 Jul 2006
More Info: Help Peer Reviewed:	Yes
Publisher:	Association for the Advancement of Computing in Education, P.O. Box 1545, Chesapeake, VA 23327-1545. Tel: 757-366-5606.
Publication Date:	2006-07-00
Pages:	18
Pub Types:	Journal Articles; Reports - Research
Abstract:	This study examined the effect of a computer-enhanced problem-based learning (PBL) environment on middle school students' learning, investigating the relationship among students' self-efficacy, attitude toward science, and achievement. As Bandura defined it (1986), self-efficacy refers to the beliefs people have about whether or not they can successfully complete a task. From analyses of quantitative and qualitative data, findings indicated an increase in students' science achievement and self-efficacy for learning science after their engagement in a computer-enhanced PBL environment; however, no significant changes were seen in their attitude toward science. Students' attitude toward science and self-efficacy beliefs were positively related to each other. Self-efficacy was shown to be a statistically significant predictor of science achievement scores but attitude was not. In addition, when groups were formed based on a median split of attitude and self-efficacy scores, a significant interaction was found. Among students with low attitude, science achievement scores were significantly higher for the high self-efficacy than for the low self-efficacy group, while students in the high attitude group showed no difference in the achievement scores regardless of their self-efficacy grouping. Results suggested that students' self-efficacy towards science learning could be used to predict achievement. (Contains 2 tables.)
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Reference Count:	34

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Record Type:	Journal
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ISBN:	N/A
ISSN:	ISSN-1093-023X
Audiences:	N/A
Languages:	English
Education Level:	Grade 10; Grade 6
Direct Link:	http://www.editlib.org/index.cfm?CFID=5378846&CFTOKEN=18900492&fuseaction=Reader.TOC&sourceissue_id=332

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