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    •   MOspace Home
    • University of Missouri-Kansas City
    • School of Graduate Studies (UMKC)
    • Theses and Dissertations (UMKC)
    • Dissertations (UMKC)
    • 2010 Dissertations (UMKC)
    • 2010 UMKC Dissertations - Freely Available Online
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    Comparison of Standardized Test Scores from Traditional Classrooms and those using Problem-Based Learning

    Needham, Martha Elaine, 1947-
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    [PDF] NeedhamComStaTesSco.pdf (9.301Mb)
    Date
    2010
    Format
    Thesis
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    Abstract
    This research compares differences between standardized test scores in problem-based learning (PBL) classrooms and a traditional classroom for 6th grade students using a mixed-method, quasi-experimental and qualitative design. The most significant finding from this study is that the use of problem-based learning can increase standardized test scores at least as much as traditional teaching methods. This is true for initially low-scoring students and disadvantaged groups and when increasing higher-thinking skills is a classroom goal. The mixed-method research design demonstrated differences in scores both between the experimental groups as an aggregate and within the groups on the pre- and posttests. The aggregate test score improvement over traditional teaching methods for the PBL group was very low. Improvement is so small it can be dismissed as unimportant. However, an additional regression analysis of test question levels of difficulty, defined by CTB (2002), provides more important results. When incorrect answers and corrected answers are compared, this analysis shows more students chose correct answers at higher levels of difficulty for the PBL classrooms while the control classroom chose more correct answers at the lower levels of difficulty. Overall, the research increases the body of knowledge about PBL because it compared PBL and traditional teaching relationships to achievement scores on standardized tests. Previous PBL research was also supported. The earlier research focused on qualitative studies that examine teacher classroom observations, opinions, and emphasize non-standardized assessments. The test score focus provides a unique and needed starting point for new research.
    Table of Contents
    Abstract -- Approval Page -- Illustrations -- List of Tables -- Acknowledgments -- Introduction -- Literature Review -- Methodology -- Results -- Discussion of Results -- Appendices -- List of References -- Vita.
    URI
    http://hdl.handle.net/10355/9609
    Degree
    Ph.D
    Thesis Department
    Education (UMKC)
     
    Public Administration (UMKC)
     
    Collections
    • 2010 UMKC Dissertations - Freely Available Online
    • Curriculum and Instruction Electronic Theses and Dissertations (UMKC)
    • Public Affairs Electronic Theses and Dissertations (UMKC)

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