Using problem-based learning to increase computer self-efficacy in Taiwanese students

ABSTRACT

In Taiwan, teaching focuses around lecturing, with students having little opportunity to interact with each other. Problem-based learning (PBL) is a means of instruction where students learn the subject by being active participants in the pedagogical process, with the emphasis on problem-solving. In this study, the authors investigated whether PBL would enhance self-efficacy better than common lecturing with children who had little access to technology outside of school. Two sixth-grade computer classes, both with 32 students in each and both located in the mountainous regions of eastern Taiwan, served as participants. A quasi-experimental, non-equivalent control group design was used with one class utilizing PBL principles, while the other used traditional lecturing. A pre-/posttest was administered, using the General Self-Efficacy Scale with data analysis employing the Mann–Whitney test and Pearson Goodness-of-Fit. The results indicated that PBL is superior to lecturing, with respect to an increase in computer self-efficacy.

KEYWORDS:

• Computer
• General Self-Efficacy Scale
• problem-based learning
• self-efficacy
• Taiwan

Notes on contributors

Cary Stacy Smith is an assistant professor of psychology and applied English at the National Taichung University of Science and Technology. He received his PhD in educational psychology from Mississippi State University in 2010.

Li-Ching Hung is an assistant professor within the International Trade Department at the Overseas Chinese University, located in Taichung, Taiwan. She received her PhD in education from Mississippi State University in 2007.