Abstract
Historically, textile laboratory content has been delivered via a traditional approach called expository instruction and was designed to allow large numbers of students to perform activities simultaneously within a short time. An innovative learning method, problem-based learning (PBL), has been successful in teaching non-biological sciences. Evidence suggests multimedia learning environments facilitate the development of independent, self-regulated thinking. To evaluate the potential for PBL and multimedia as instructional strategies in the textile laboratory, a 2X2 factorial design with a quasi-experimental approach was used. One factor, at two levels, was the use and non-use of multimedia laboratory materials; the second, at two levels, was the instructional approach, PBL and expository. A total of 155 students in four sections participated for a total of eight sections across two semesters. Based on mean section grade point averages, the two treatments (PBL and multimedia) had a positive effect.
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