Academic and social integration and study progress in problem based learning
By S. Severiens, Henk G. Schmidt. 2009
144 citations recorded by the source corpus.
The present study explores the effects of problem-based learning (PBL) on social and academic integration and study progress. Three hundred and five first-year students from three different psychology curricula completed a questionnaire on social and academic integration. Effects of a full-fledged PBL environment were compared to (1) effects of a conventional lecture-based learning environment, and (2) effects of a learning environment that combined lectures and other methods aimed at activating students. Lisrel analyses show direct positive effects of the learning environment on study progress: students in PBL obtained more credits compared to students in more conventional curricula. Moreover, the levels of social and academic integration were also higher among students in the PBL curriculum. The links between integration and study progress were less straightforward. Formal social integration positively affected study progress, but informal academic integration was negatively related to study progress.
Subfields: Education
View Paper: https://www.semanticscholar.org/paper/5980b8002aa580dd9896060e679909ebe7a4f44a
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In Education
- P. Zanden
- Antonius H. N. Cillessen
- Paulien C. Meijer
- Eddie Denessen
- Philip C. Rodkin
- Christina Salmivalli
- Feng Teng
- G. Persson
Citations in the corpus
- Domains and predictors of first-year student success: A systematic review (2018, background): “Leidenfrost, Strassnig, Schütz, Carbon, and Schabmann (2014), Robbins et al. (2009), and Severiens and Schmidt (2009) did not take into account the fact that students voluntarily choose to participate in these programs, but they also found positive effects.”