Abstract
Successful learning often lies in a defined philosophy of social factors that operate in the framework of individual experience. Constructivism, or constructivist learning has been a philosophical shift in the educational psychology. Problem-based learning (PBL) is a prime example of social constructivism. This quasi-experimental study investigated traditional lecture instruction, PBL, and blended problem-based learning (B-PBL) on students’ academic achievement, motivation orientation, and use of learning strategies. Positive results for the field of education and B-PBL environments have indicated the need for changes in higher education course design. This study also indicates that a combination of factors for instructing course curricula may be extremely beneficial and essential to consider before designing a course. With findings from the study revealing significantly positive results from the B-PBL group over the PBL group and the Traditional group, its impacts on academic achievement and self-regulation should not be overlooked.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
