[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-598942-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-598942-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","student-motivation-in-response-to-problem-based-learning","Student Motivation in Response to Problem-Based Learning","","Student Motivation in Response to Problem-Based Learning examines how problem-based learning (PBL) influences learner motivation across a third-year undergraduate anthropology course. Guided by self-reflection exercises, surveys, and peer evaluations (N=49), the study tests whether students’ motivation peaks in those with greater subject matter experience. Results show higher motivation early for experienced students, followed by a decline during the course. By the end, most learners report high motivation toward PBL, though forensic specialists remain low, highlighting implementation challenges.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/student-motivation-in-response-to-problem-based-learning/598942/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/student-motivation-in-response-to-problem-based-learning/598942.png","ImageObject",300,407,{"name":42,"@type":43},"jay","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the core idea of problem-based learning (PBL) described in the document?","Question",{"text":63,"@type":64},"PBL is a self-directed learning strategy where students work in small groups to investigate open-ended, relatable case scenarios, developing transferable skills like collaboration, problem-solving, and critical thinking.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was student motivation studied in this research?",{"text":68,"@type":64},"Motivation was measured through self-reflection exercises, surveys, and peer-evaluations in a third-year undergraduate anthropology course with 49 students.",{"name":70,"@type":61,"acceptedAnswer":71},"What relationship did the study find between subject matter experience and motivation over time?",{"text":72,"@type":64},"Students with more subject matter experience showed higher motivation at the beginning, but their motivation decreased during the course; by the end, most students reported high motivation toward PBL, with an unexpected low-motivation outcome among forensic specialists.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},598942,1792623386,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":55,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},3985747858866,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Student Motivation in Response to Problem-Based Learning  \nSherry Fukuzawa, Cleo Boyd & Joel Cahn University of Toronto Mississauga  \n2017 CELT Vol X [celt. uwindsor.ca](celt. uwindsor.ca)  \n[www.stlhe.ca](www.stlhe.ca)  \nDOI: 10. 22329/celt.v10i0 .4748  \nProblem-based learning (PBL) is a self-directed learning strategy where students work collaboratively in small groups to investigate open-ended relatable case scenarios. Students develop transferable skills that can be applied across disciplines, such as collaboration, problem-solving, and critical thinking. Despite extensive research on problem-based learning, a thorough examination of student engagement in relation to PBL is lacking (Savin-Baden, 2014; 2016). We studied student motivation through self-reflection exercises, surveys, and peer-evaluations in a third-year undergraduate anthropology course (N = 49) with students of differing levels of course material experience. We hypothesized that throughout the course student motivation would be highest in students with the most subject matter experience. The results show that student motivation was higher in students with more subject matter experience at the beginning of the course, however during the course their motivation decreased. By the end of the course the majority of students had high motivation toward PBL, however, we were surprised that forensic specialists with the most subject matter experience had low motivation at the end of the course. This research is important to demonstrate the challenges of implementing PBL in a traditional curriculum, and to provide suggestions for engaging diverse student populations in PBL.  \nStudies in the health sciences  \nproblem-based learning (PBL)  \nhave found that increases student  \nmotivation and engagement in course material over traditional lecture formats (Albanese & Mitchell, 1993; Murray & Summerlee, 2007; Prosser & Sze, 2014) . PBL follows constructivist theory by allowing students to control their own learning process in small group collaborations where they work out practical case-based scenarios (Douglass & Morris, 2014) . Instructors act as facilitators to promote studentcentered learning by asking relevant open-ended questions that enable students to develop their own paths to achieve the learning outcomes of the course. Students gain transferable skills such as critical thinking, collaboration, and problem-solving that they can apply across disciplines (Klegeris & Hurren,  \n2011) . Problem-based learning began as a teaching method to foster problem-solving skills in medical students (Barrows, 1996; Barrows & Tamblyn, 1980) . It has subsequently been successful in other professional science-based programs (Masek, Yamin,& Ridzuan, 2011; Prosser, 2004; Vardi & Ciccarelli, 2008); however, the extension of PBL to the wider undergraduate curriculum has primarily involved modified (i.e., hybridized) versions that integrate mini-lectures or content driven sessions as scaffolding to accommodate larger class sizes and greater student diversity (Allen, Donham, & Bernhardt, 2011; Fukuzawa & Boyd, 2016; Savin-Baden, 2014) .  \nMany studies have compared PBL to traditional lectures in medical health programs (e.g., Albanese & Mitchell, 1993; Koh, Khoo, Wong, &  \nKoh, 2008; Prosser & Sze, 2014; Strobel & van Barneveld, 2009; Vernon & Blake, 1993) . Most of these studies focus on learning outcome assessments using meta-analysis (Albanese & Mitchell, 1993; Gijibels, Dochy, Van den Bossche, & Segers, 2005; Strobel & van Barneveld, 2009; Vernon & Blake, 1993) . These studies have had mixed results especially in the ability of PBL to improve student retention of content for a particular course, although most studies found an improvement in clinical reasoning and long-term skill retention (Gijibels et al., 2005; Vernon & Blake, 1993) . Koh et al., (2008) however, did not find significant evidence to support greater problem-solving skills in PBL medical school graduates versus tradition","cbCaigeWQQQYWuil","https://ap.wps.com/l/cbCaigeWQQQYWuil","pdf",317753,13,"English","# Introduction\n## Problem-based learning and motivation gap\n# Study design\n## Methods and hypothesis\n# Findings\n## Motivation trends across the course\n# Background research\n## PBL vs lectures in health sciences\n# Intrinsic motivation and engagement\n## Self-regulation and self-determination theory","[{\"question\":\"What is the core idea of problem-based learning (PBL) described in the document?\",\"answer\":\"PBL is a self-directed learning strategy where students work in small groups to investigate open-ended, relatable case scenarios, developing transferable skills like collaboration, problem-solving, and critical thinking.\"},{\"question\":\"How was student motivation studied in this research?\",\"answer\":\"Motivation was measured through self-reflection exercises, surveys, and peer-evaluations in a third-year undergraduate anthropology course with 49 students.\"},{\"question\":\"What relationship did the study find between subject matter experience and motivation over time?\",\"answer\":\"Students with more subject matter experience showed higher motivation at the beginning, but their motivation decreased during the course; by the end, most students reported high motivation toward PBL, with an unexpected low-motivation outcome among forensic specialists.\"}]","Student Motivation in Response to Problem-Based Learning | PDF",1792087888,33]