Middle School Student’s Self- Efficacy, Attitudes, and Achievement in a Computer-Enhanced Problem- Based Learning Environment 指導教授： Min-puu Chen 報告者： Hui-lan Juan 報告日期： Liu, M., Hsieh, P., Cho, Y., & Schallert, D. (2006). Middle school student’s self-efficacy, attitudes, and achievement in a computer-enhanced problem-based learning environment. Journal of Interactive Learning Research, 17(3),

Introduction Implementing PBL in K-12 classrooms has been challenging. Support in the form of computer-based tools can enhance PBL delivery and extend the benefits of PBL to all students. A computer-enhanced PBL provides a new and different means for students to develop problem-solving skills, to reflect on their own learning, and to develop a deep understanding of the content domain.

Research Framework PBL ◦ PBL is a learning process in which students are presented with a problem and are asked to apply reasoning, questioning, researching, and critical thinking to find a solution to the problem. ◦ The focus is on the process by which students become self-reliant and independent. ◦ Interactive and media rich computer tools can assist learners to generate and test hypotheses and can engage students in activities. ◦ Computer can enhance PBL delivery and provide necessary scaffolding to learners. (Hoffman & Richie, 1997)

Research Framework Self-Efficacy and Achievement ◦ Self-efficacy refers to people’s belief s about their capabilities to perform a task successfully at designated levels. (Bandura, ) ◦ In the PBL environment, student not only have more autonomy over their learning, they also have more responsibility for their learning processes and outcomes, putting a heavier burden on student’s motivation and capability to complete learning tasks. ◦ Without the belief that they are capable at completing tasks successfully in the PBL environment, students may shy away from this activity, which may in turn hurt their attitude and performance in class.

Research Framework Attitude and Achievement ◦ Often students need to have an internal drive and a positive mindset about the learning task in order to sustain motivation. ◦ Attitudes and beliefs are regarded as precursors of behaviors and behavioral intentions. ◦ Students’ attitudes about computers were strongly related to their success in computer-related tasks. (Loyd and Gressard, 1984) ◦ Positive attitude toward science is related positively to achievement. (Mattern and Schau, 2002) ◦ 過去研究指出，學生對科學的態度和對科學課的態度是矛盾 的。科學本身是有趣，但是在學校上科學課是無聊的。

Research Questions 1.Do students’ self-efficacy for learning science, attitude toward science, and science achievement change as a result of using a computer-enhanced PBL environment? 2.Is there a relationship between students’ science self-efficacy beliefs and their attitude toward science after they engaged in a computer-enhanced PBL environment? 3.How do students’ science self-efficacy beliefs and their attitude toward science relate to their science achievement after they engaged in a computer-enhanced PBL environment?

Method Participants ◦ 549 sixth-graders from two middle schools ◦ The school were from the same district and shared similar demographics. ◦ 49.3%  female; 51.5%  male Treatment ： a computer-enhanced PBL environment ◦ Alien rescue-a CD-based hypermedia PBL environment ◦ Take place over a three-week time period. ◦ Used alien rescue in their daily 45-minute science class for a total of 15 days.

Method (cont.) Treatment ： ◦ Students were assigned to groups of two or three. ◦ The role of the teacher as a facilitator. They didn’t do any direct teaching. ◦ The teachers provided scaffolding to the students through daily questioning, answering, and discussion. Data Sources and Analyes: ◦ Pre-and –post test ◦ Science achievement test, self-efficacy questionnaire, attitude toward science questionnaire.

Result (1) Changes in science achievement, self-efficacy, and attitude form pre- to post assessment. F(1, 463)= , p<.001F(1, 463)=12.61 p<.001 X

Result (2) Relationship among self-efficacy, attitude, and science achievement. ◦ Attitude and self-efficacy were positively related: r=.60, p<.001 ◦ Attitude and self-efficacy were positively related to achievement test ： r attitude =.11, p<.05 ; r self-efficacy =.28, p<.001 ◦ Self-efficacy was found to significantly predict science achievement while attitude was not. How students with different level of self-efficacy and attitude performed. ◦ High self-efficacy scored higher on the post achievement test. ◦ No significant difference in achievement score between high and low attitude.

Result (3) How students with different level of self-efficacy and attitude performed. ◦ Attitude and self-efficacy was no interaction. ◦ An significant interaction between Self-efficacy and attitude at the posttest. F(1.454)=8.94, p<.01

Discussion Achievement test changes ◦ The finding from this and previous research together suggest at a computer-enhanced PBL program is promising in helping sixth-graders gain science knowledge. Self-efficacy  predictor achievement ◦ The finding was in support of self-efficacy research conducted in traditional classroom settings. High self-efficacy played a more important role in improving science achievement for students who did not like science than for students who did like science.