Korean study: Comparing Problem-based Learning with Traditional Instruction: High School Economics

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Kyunghwan Mo and Yuri Choi

Professors of Social Studies Education at Seoul National University, Korea, translated President's Dilemma from BIE's Project 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.

Suggested citation: 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).