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VOL. 5, ISSUE 2 (2023)
The Impact of problem-based learning versus structured online tutorials on students' database design acquisition in a physical education distance learning course
Authors
Maria Giannousi, Charalampos Liakos, Nikolaos Vernadakis, Vassiliki Derri
Abstract
The purpose of this study was to compare two instructional approaches,
problem-based learning and structured online tutorials, for teaching the
intricacies of relational database design within a web-based class at the
Democritus University of Thrace. Fifty-four (54) third-year undergraduate Physical
Education students, between the ages of 20-21 years old, were randomly assigned
into two teaching method groups: a problem-based learning group consisting of
27 students and a structured online tutorial group with 27 students. The
teaching, practical exercises (activities), and tests spanned six consecutive
weeks. Participants received five 90-minute instructional sessions for learning
relational databases (LibreOffice Base 6.4). At the end of the experimental
process, students were given a knowledge test as a final measurement.
Independent sample t-test analysis was conducted to examine the hypothesis that
students who receive web-based problem-based learning will have higher
knowledge achievement than students in the structured online tutorials group. The
analysis revealed that both methods, problem-based learning and structured
online tutorials, could be effective for teaching relational database design,
although students engaged in PBL activities outperformed those receiving
structured online tutorials in the posttest. To fully understand the underlying
reasons behind this discrepancy, additional studies are warranted.
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Pages:47-51
How to cite this article:
Maria Giannousi, Charalampos Liakos, Nikolaos Vernadakis, Vassiliki Derri "The Impact of problem-based learning versus structured online tutorials on students' database design acquisition in a physical education distance learning course". International Journal of Educational Research and Studies, Vol 5, Issue 2, 2023, Pages 47-51
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