Date of Award
Thesis and Dissertation
Master of Science (MS)
School of Teaching and Learning
Thomas A. Lucey
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.
Quain, Andrew Jasper, "Assessing Students' Attitudes Towards Geography in a Problem-Based Learning Environment" (2014). Theses and Dissertations. 215.