Comparing Problem-based Learning with Traditional Instruction: Focus on High School Economics (2003)

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Mo, K., & Choi, Y. (2003)

(in Korean) Mo, K., & Choi, Y. (2003). Comparing problem-based learning with traditional instruction: Focus on high school economics. Theory and Research in Citizenship Education, 35(1), 89-113. Published by the Association of Social Education in Korea (ISSN: 1598-7280). Professors of Social Studies Education at Seoul National University, Korea, translated President's Dilemma from BIE's Problem Based Economics curriculum into Korean and introduced it to in-service teachers as part of a Curriculum & Instruction course. This study investigates the effect of Problem-based Learning, compared with traditional instruction, on the students in six classes taught by a single teacher in a private Korean high school. Students in six classes were pretested on general economic knowledge, unit-specific content knowledge, and attitude toward economics. Then the classes were randomly assigned to receive one of two different instructional strategies: PBL and the traditional instruction used by this experienced teacher. Finally, learners took post-tests that measured the degree of improvement in their attainment of general/unit-specific economic knowledge and their attitude toward economics. The study used statistical methods and non-structured interviews. The results are as follows: 1) In attainment of economic knowledge and attitude for economics a significant different exists between the PBL and the non-PBL group. This result shows that Problem-based learning is more effective than traditional instruction methods in terms of acquiring knowledge and motivation. 2) Problem-based Learning is more effective in terms of learning knowledge for risk-takers than for risk-avoiders. 3) Risk-takers, regardless of instructional methods, came to have more positive attitudes toward economics than risk-avoiders, after being exposed to the treatments.