ABSTRACT

The purpose of this study was to investigate the effect of fixed vs floating facilitator approaches of Problem-Based Learning (PBL) on students’ achievement and interest in Elementary Structural Design (ESD). The design was quasi-experimental with a pretest-posttest nonequivalent 2 × 2 factorial design. The participants (78) were randomized to treatment conditions. The researchers conducted a repeated-measures analysis of variance and univariate analysis of variance to compare changes across the treatment groups. Results show that using the fixed facilitator model of PBL approaches is more effective in improving students’ achievement, while both models increase students’ interest in elementary structural design (ESD). Also, the study revealed that there was no influence attributable to gender on students’ achievement and interest in ESD. Hence, the fixed facilitator instructional model was advocated for technical teachers to foster students’ achievement and interest in ESD in Nigeria.

摘要

本研究的目的是调查基于问题的学习 (PBL) 的固定与浮动促进者方法对学生对基本结构设计 (ESD) 的成就和兴趣的影响。该设计是准实验性的，采用前测后测非等效 2 × 2 因子设计。参与者 (78) 被随机分配到治疗条件。研究人员进行了重复测量方差分析和单变量方差分析，以比较治疗组之间的变化。结果表明，使用 PBL 方法的固定促进者模型更有效地提高学生的成绩，而这两种模型都增加了学生对基本结构设计 (ESD) 的兴趣。此外，该研究表明，性别对学生对可持续发展教育的成就和兴趣没有影响。因此，