Examining Problem-Based Learning in a Recreation and Sport Law Learning Context

Abstract

The purpose of this study was to validate a problem-based learning (PBL) approach in teaching legal aspects of recreational sport to college students, and to examine students' abilities to acquire well-structured knowledge and knowledge use flexibility as learning outcomes of the PBL process. Student satisfaction in learning about the law related to recreational sport was also investigated. A total of 282 undergraduate college students completed a questionnaire after completion of a semester-long mock court project. The study included a four-fold cross-sectional design employing four-time data collection points in assessing the PBL learning process. The results indicated that students attained well-structured knowledge and knowledge use flexibility in law and legal issues through their involvement in the mock court project. Students were also satisfied with learning law and legal issues related to recreational sport through the project. Finally, students perceived the project as having an effective level of quality. Results from the study supported the mock court project as a success and as an effective use of PBL.

Keywords:

• PBL
• mock court
• knowledge
• quality
• outcomes
• motivation

Additional information

Notes on contributors

Sarah J. Young

Sarah J. Young is an associate professor in the Department of Recreation, Park, and Tourism Studies at Indiana University.

Dohyun Lee

Dohyun Lee is a Ph.D. candidate in the Department of Recreation, Park, and Tourism Studies at Indiana University.

William Ramos

William Ramos is an assistant professor in the Department of Recreation, Park, and Tourism Studies at Indiana University.