Date of Award


Document Type


Degree Name

Master of Science (MS)


School of Teaching and Learning

First Advisor

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.


Imported from ProQuest Quain_ilstu_0092N_10325.pdf


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