The effect of directive tutor guidance in problem-based learning of statistics on students' perceptions and achievement

In this study directive tutor guidance in problem-based learning (PBL) of statistics is investigated. In a quasi experiment in an educational setting, directive guiding tutors were compared with tutors in a more traditional role. Results showed that the subjective perceptions of the students with re...

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Bibliographic Details
Published in:Higher education Vol. 57; no. 1; pp. 23 - 36
Main Authors: Budé, Luc, Imbos, Tjaart, v. d. Wiel, Margaretha W. J., Broers, Nick J., Berger, Martijn P. F.
Format: Journal Article
Language:English
Published: Dordrecht Springer 2009
Springer Netherlands
Springer Nature B.V
Subjects:
Academic Achievement
Academic guidance counseling
Academic learning
Comparative Analysis
Computer programming
Education
Educational guidance
Educational psychology
Group Dynamics
Guidance
Higher Education
Instructional Effectiveness
Intervention
Knowledge
Learning
Lehre
Medical Education
Meetings
Perceptions
Perceptual learning
Population mean
Prior Learning
Problem Based Learning
Problem solving
Questionnaires
Self study
Social sciences
Statistics
Statistics Education
Student Attitudes
Student behaviour
Studentenschaft
Students
Studienverhalten
Teaching Methods
Tutorials
Tutoring
Tutors
Variance analysis
Guided learning
Human tutoring
Problem-based learning
Students’ achievement
Statistics education
ISSN:0018-1560, 1573-174X
Online Access:Get full text
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Summary:In this study directive tutor guidance in problem-based learning (PBL) of statistics is investigated. In a quasi experiment in an educational setting, directive guiding tutors were compared with tutors in a more traditional role. Results showed that the subjective perceptions of the students with regard to the course, the tutor, and the discussions in the tutorial meetings were more positive in the guided condition. The quality of the problems used in the meetings and general tutor functioning were evaluated as equal in both conditions. Achievement was marginally higher in the guided condition. It can be concluded that directive tutor guidance is an effective addition to PBL of statistics.
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ISSN:0018-1560
1573-174X
DOI:10.1007/s10734-008-9130-8