Problem Based Learning Instruction Approaches for Students’ Intrinsic Motivation Stimulus

Alias Masek

doi:doi:10.11648/j.ijvetr.20150103.12

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Problem Based Learning Instruction Approaches for Students’ Intrinsic Motivation Stimulus

Alias Masek

Published in International Journal of Vocational Education and Training Research (Volume 1, Issue 3)

Received: 27 July 2015 Accepted: 28 August 2015 Published: 14 September 2015

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Abstract

A flawed methodology in the design of Problem Based Learning (PBL) instructional procedure often result in students’ discomfort in working in a PBL environment. As a result, student interest might difficult to sustain, and their intrinsic motivation in learning through the PBL process will be difficult to determine. This paper proposes a fourteen-step PBL instructional procedure which addresses intrinsic motivation within the students’ learning process. This particular case study addressed a course in the first year syllabus of an Electrical Engineering diploma programme. Within this course, this instructional procedure was experimentally tested and compared with Traditional Learning Approaches (TLA). The results indicated that students’ intrinsic motivation level for PBL group exceeded the students’ intrinsic motivation level in the TLA. Therefore, the fourteen-step PBL design proposed, was effective in increasing students’ intrinsic motivation than that of the TLA.

Published in	International Journal of Vocational Education and Training Research (Volume 1, Issue 3)
DOI	10.11648/j.ijvetr.20150103.12
Page(s)	42-48
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Problem Based Learning, Engineering Education, Intrinsic Motivation, Instructional Design

References

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[9]	Savin-Baden, M. (2000). Problem-Based Learning in Higher Education: Untold Stories. Buckingham: Open University Press.
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[12]	Ribeiro, L.R.C. (2008). Electrical engineering students evaluate problem-based-learning (PBL).International Journal of Electrical Engineering Education, 45(2), 152-161.
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Alias Masek. (2015). Problem Based Learning Instruction Approaches for Students’ Intrinsic Motivation Stimulus. International Journal of Vocational Education and Training Research, 1(3), 42-48. https://doi.org/10.11648/j.ijvetr.20150103.12

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ACS Style

Alias Masek. Problem Based Learning Instruction Approaches for Students’ Intrinsic Motivation Stimulus. Int. J. Vocat. Educ. Train. Res. 2015, 1(3), 42-48. doi: 10.11648/j.ijvetr.20150103.12

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Alias Masek. Problem Based Learning Instruction Approaches for Students’ Intrinsic Motivation Stimulus. Int J Vocat Educ Train Res. 2015;1(3):42-48. doi: 10.11648/j.ijvetr.20150103.12

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@article{10.11648/j.ijvetr.20150103.12,
  author = {Alias Masek},
  title = {Problem Based Learning Instruction Approaches for Students’ Intrinsic Motivation Stimulus},
  journal = {International Journal of Vocational Education and Training Research},
  volume = {1},
  number = {3},
  pages = {42-48},
  doi = {10.11648/j.ijvetr.20150103.12},
  url = {https://doi.org/10.11648/j.ijvetr.20150103.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijvetr.20150103.12},
  abstract = {A flawed methodology in the design of Problem Based Learning (PBL) instructional procedure often result in students’ discomfort in working in a PBL environment. As a result, student interest might difficult to sustain, and their intrinsic motivation in learning through the PBL process will be difficult to determine. This paper proposes a fourteen-step PBL instructional procedure which addresses intrinsic motivation within the students’ learning process. This particular case study addressed a course in the first year syllabus of an Electrical Engineering diploma programme. Within this course, this instructional procedure was experimentally tested and compared with Traditional Learning Approaches (TLA). The results indicated that students’ intrinsic motivation level for PBL group exceeded the students’ intrinsic motivation level in the TLA. Therefore, the fourteen-step PBL design proposed, was effective in increasing students’ intrinsic motivation than that of the TLA.},
 year = {2015}
}

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TY  - JOUR
T1  - Problem Based Learning Instruction Approaches for Students’ Intrinsic Motivation Stimulus
AU  - Alias Masek
Y1  - 2015/09/14
PY  - 2015
N1  - https://doi.org/10.11648/j.ijvetr.20150103.12
DO  - 10.11648/j.ijvetr.20150103.12
T2  - International Journal of Vocational Education and Training Research
JF  - International Journal of Vocational Education and Training Research
JO  - International Journal of Vocational Education and Training Research
SP  - 42
EP  - 48
PB  - Science Publishing Group
SN  - 2469-8199
UR  - https://doi.org/10.11648/j.ijvetr.20150103.12
AB  - A flawed methodology in the design of Problem Based Learning (PBL) instructional procedure often result in students’ discomfort in working in a PBL environment. As a result, student interest might difficult to sustain, and their intrinsic motivation in learning through the PBL process will be difficult to determine. This paper proposes a fourteen-step PBL instructional procedure which addresses intrinsic motivation within the students’ learning process. This particular case study addressed a course in the first year syllabus of an Electrical Engineering diploma programme. Within this course, this instructional procedure was experimentally tested and compared with Traditional Learning Approaches (TLA). The results indicated that students’ intrinsic motivation level for PBL group exceeded the students’ intrinsic motivation level in the TLA. Therefore, the fourteen-step PBL design proposed, was effective in increasing students’ intrinsic motivation than that of the TLA.
VL  - 1
IS  - 3
ER  -

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Author Information

Alias Masek

Faculty of Technical and Vocational Education, Universiti Tun Hussein Onn Malaysia, Parit Raja, BatuPahat, Johor, Malaysia

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Alias Masek. (2015). Problem Based Learning Instruction Approaches for Students’ Intrinsic Motivation Stimulus. International Journal of Vocational Education and Training Research, 1(3), 42-48. https://doi.org/10.11648/j.ijvetr.20150103.12

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ACS Style

Alias Masek. Problem Based Learning Instruction Approaches for Students’ Intrinsic Motivation Stimulus. Int. J. Vocat. Educ. Train. Res. 2015, 1(3), 42-48. doi: 10.11648/j.ijvetr.20150103.12

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AMA Style

Alias Masek. Problem Based Learning Instruction Approaches for Students’ Intrinsic Motivation Stimulus. Int J Vocat Educ Train Res. 2015;1(3):42-48. doi: 10.11648/j.ijvetr.20150103.12

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@article{10.11648/j.ijvetr.20150103.12,
  author = {Alias Masek},
  title = {Problem Based Learning Instruction Approaches for Students’ Intrinsic Motivation Stimulus},
  journal = {International Journal of Vocational Education and Training Research},
  volume = {1},
  number = {3},
  pages = {42-48},
  doi = {10.11648/j.ijvetr.20150103.12},
  url = {https://doi.org/10.11648/j.ijvetr.20150103.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijvetr.20150103.12},
  abstract = {A flawed methodology in the design of Problem Based Learning (PBL) instructional procedure often result in students’ discomfort in working in a PBL environment. As a result, student interest might difficult to sustain, and their intrinsic motivation in learning through the PBL process will be difficult to determine. This paper proposes a fourteen-step PBL instructional procedure which addresses intrinsic motivation within the students’ learning process. This particular case study addressed a course in the first year syllabus of an Electrical Engineering diploma programme. Within this course, this instructional procedure was experimentally tested and compared with Traditional Learning Approaches (TLA). The results indicated that students’ intrinsic motivation level for PBL group exceeded the students’ intrinsic motivation level in the TLA. Therefore, the fourteen-step PBL design proposed, was effective in increasing students’ intrinsic motivation than that of the TLA.},
 year = {2015}
}

Copy | Download

TY  - JOUR
T1  - Problem Based Learning Instruction Approaches for Students’ Intrinsic Motivation Stimulus
AU  - Alias Masek
Y1  - 2015/09/14
PY  - 2015
N1  - https://doi.org/10.11648/j.ijvetr.20150103.12
DO  - 10.11648/j.ijvetr.20150103.12
T2  - International Journal of Vocational Education and Training Research
JF  - International Journal of Vocational Education and Training Research
JO  - International Journal of Vocational Education and Training Research
SP  - 42
EP  - 48
PB  - Science Publishing Group
SN  - 2469-8199
UR  - https://doi.org/10.11648/j.ijvetr.20150103.12
AB  - A flawed methodology in the design of Problem Based Learning (PBL) instructional procedure often result in students’ discomfort in working in a PBL environment. As a result, student interest might difficult to sustain, and their intrinsic motivation in learning through the PBL process will be difficult to determine. This paper proposes a fourteen-step PBL instructional procedure which addresses intrinsic motivation within the students’ learning process. This particular case study addressed a course in the first year syllabus of an Electrical Engineering diploma programme. Within this course, this instructional procedure was experimentally tested and compared with Traditional Learning Approaches (TLA). The results indicated that students’ intrinsic motivation level for PBL group exceeded the students’ intrinsic motivation level in the TLA. Therefore, the fourteen-step PBL design proposed, was effective in increasing students’ intrinsic motivation than that of the TLA.
VL  - 1
IS  - 3
ER  -

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