Keywords

K-12, Problem-Based Learning, Schoolwide, Self-Efficacy, Attitudes, Beliefs, Implementation

Abstract

This mixed-methods study investigated the factors that impact K–12 teachers' perceived self-efficacy, attitudes, and beliefs regarding the implementation of problem-based learning (PBL), with a specific focus on the influences within a K–11 schoolwide setting. The first part of the study analyzed 21 responses to the pre- and post- Teacher PBL Self-Efficacy, Attitude, and Implementation Questionnaires; the second part analyzed three individual teachers’ interview responses gathered during one-on-one Zoom interviews with the researcher.

The quantitative data questionnaires covered relationships between teachers’ perceived attitudes and beliefs, self-efficacy, and implementation of problem-based learning. Findings showed that there was a statistically significant relationship between teachers’ attitudes and beliefs towards PBL from the pre- to post- questionnaires. The findings also showed that there were no statistically significant relationships found between teachers’ self-efficacy and implementation from the pre- and post- questionnaires.

The qualitative data was gathered from the open-ended responses on the pre- and post- questionnaires, as well as three individual teacher interviews. The qualitative findings included a total of 12 themes that emerged from the data: 1) PBL is Rewarding and Engaging, 2) PBL is Challenging yet Rewarding, 3) Support, 4) Personal Significance, 5) Assessment, 6) Community Partners, 7) General PBL Knowledge, 8) Modeling PBL, 9) PBL Resources, 10) PBL Implementation, 11) Planning and Time Management, and 12) Teacher Collaboration.

Recommendations were made for future research based on the quantitative and qualitative data in this study. These recommendations included investigating a similar schoolwide implementation of PBL with a larger sample size and modified research design, as well as investigating the perceived supports that were identified by the teachers in the study.

Completion Date

2024

Semester

Summer

Committee Chair

Gunter, Glenda

Degree

Doctor of Philosophy (Ph.D.)

College

College of Community Innovation and Education

Department

Instructional Design & Technology

Degree Program

Instructional Design & Technology

Format

application/pdf

Identifier

DP0028870

URL

https://stars.library.ucf.edu/cgi/viewcontent.cgi?article=1375&context=etd2023

Language

English

Rights

In copyright

Release Date

February 2025

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

Campus Location

Orlando (Main) Campus

Accessibility Status

Meets minimum standards for ETDs/HUTs

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