Graduation Term

2014

Degree Name

Master of Science (MS)

Department

School of Teaching and Learning

Committee Chair

Thomas A. Lucey

Abstract

Problem-based learning is an instructional strategy that is a growing trend in geographic education at all levels. The benefits of problem-based learning and how it improves students' content knowledge are well established in the literature. However, a gap in the literature exists in regards to the impact problem-based learning has on students' attitudes towards geography. This study focused on determining if high school students' attitudes towards geography improved after enrollment in a course taught with problem-based learning instruction. The study assessed other factors, such as preference for group work and problem-solving efficacy, which are associated with problem-based learning instruction. The results of the study showed that student attitudes, preference for group work, and problem-solving efficacy did not change while enrolled in a geography course taught with problem-based learning instruction. Possible causes for the lack of change in the results are explored and suggestions for future studies are provided.

Access Type

Thesis-Open Access

DOI

http://doi.org/10.30707/ETD2014.Quain.A

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