Buck Institute for Education

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This study examined the potential differences between Problem Based Learning (PBL) and traditional instructional approaches in building high school students' knowledge of macroeconomic concepts and principles. Using a within-teacher, quasi-experimental design with data from 246 students in 11 classes taught by five teachers, we found a statistically significant (p < .05) difference between the problem-based and traditional Lecture/Discussion approach classes in the development of students' economic knowledge, with students in the problem based classes learning more. Results suggest that PBL effectiveness is differentially associated with the following student characteristics: verbal ability, interest in economics, and problem solving efficacy. Suggested citation:  Mergendoller, J., Maxwell, N., & Bellisimo, Y. (2006). The Effectiveness of Problem-Based Instruction: A Comparative Study of Instructional Methods and Student Characteristics. Interdisciplinary Journal of Problem Based Learning, 1(2), pp. 49-69.  Retrieved from http://docs.lib.purdue.edu/ijpbl/vol1/iss2/5/ Read more at the Buck Institute for Education website: http://www.bie.org/high_school_economics_2006/