Int
ern
at
i
onal
Journ
al of E
valua
tio
n
an
d
Rese
arch
in
Educati
on (I
JE
RE)
Vo
l.
8
, No
.
3
,
Septem
ber
201
9
, p
p.
4
61
~
4
69
IS
S
N: 22
52
-
8822
,
DOI: 10
.11
591/
ije
re
.
v8
i
3
.
20252
461
Journ
al h
om
e
page
:
http:
//
ia
es
core
.c
om/
journa
ls
/i
ndex.
ph
p/IJE
R
E
Identifyi
ng the mast
ery of r
esearch
sta
tis
ti
ca
l
concept b
y us
ing
problem
-
based le
ar
nin
g
Susbiyan
t
o
S
u
sbiyant
o
1
, Dw
i Agus
Kurni
aw
an
2
, Ra
hm
at Perd
ana
3
, Cic
yn
Riant
on
i
4
1
D
oct
ora
l
Schoo
l
of Educ
at
ion
,
E
ötvös L
orá
nd
Un
ive
rsit
y
,
Hungar
y
2,3,4
Depa
rtment
o
f
Ph
y
si
cs
Educat
ion,
Univ
ersitas
Jam
bi,
Indone
si
a
Art
ic
le
In
f
o
ABSTR
A
CT
Art
ic
le
history:
Re
cei
ved
J
ul
17
, 2
01
9
Re
vised
A
ug 19
, 2
01
9
Accepte
d Aug
2
9
, 201
9
The
conse
quen
c
e
of
the
assessment
for
the
rese
arc
h
sta
ti
sti
cs
cour
se
at
the
depa
rtment
of
ph
y
sics
Edu
cati
on
in
Univer
sit
as
Jam
bi
demo
nstrat
es
th
e
student
s'
c
apaci
t
ie
s
to
hold
the
ide
a
of
the
m
aste
r
y
o
f
rese
ar
ch
stat
isti
c
a
l
conc
ep
t
is
ver
y
low.
It
winds
up
one
of
the
shortcoming
s
for
them
to
fini
sh
the
ir
f
ina
l
assignm
ent
.
The
r
efo
r
e,
th
e
rese
arc
h
er
exa
m
ine
d
th
e
student'
s
m
aste
r
y
of
th
e
rese
ar
ch
st
at
is
ti
c
al
conc
ep
t
b
y
u
ti
l
iz
ing
Problem
-
Based
Le
arn
ing
as
on
e
of
th
e
m
et
h
ods
tha
t
wer
e
chose
n
from
th
e
learni
ng
adva
nc
ement.
T
he
rese
ar
ch
m
e
thod
is
quant
i
tative
with
295
num
ber
s
of
sam
ple
s.
Questionna
ire
s
and
MCQ
s
were
used
as
the
instrum
ent
s
of
th
e
rese
arc
h
.
The
r
esult
h
ad
be
en
inve
stig
ated
ut
il
izing
a
sim
ple
reg
ression
ana
l
y
sis.
PB
L
i
nflue
nc
es
the
m
aste
r
y
of
rese
ar
ch
stat
ist
ical
co
nce
pt
.
In
6
th
sem
este
r
m
al
e
student
s',
the
i
m
pac
t
of
PB
L
towar
d
the
m
aste
r
y
o
f
the
rese
arc
h
st
at
ist
ical
concept
con
tr
ibut
ed
72%
and
67%
for
femal
e
student
s.
Mea
nwhile,
for
student
s
at
8
th
sem
este
rs,
the
im
pac
t
of
PB
L
on
the
m
aster
y
of
rese
arc
h
st
atistical concept
con
tri
bute
d
68%
for
m
al
e
and
70
%
f
or
femal
e.
Ke
yw
or
d
s
:
Pr
oble
m
-
based le
arn
i
ng
Re
search
s
ta
ti
sti
c
al
c
on
c
ept
Stud
e
nts
Ma
ste
ry
Copyright
©
201
9
Instit
ut
e
o
f Ad
vanc
ed
Engi
n
ee
r
ing
and
S
cienc
e
.
Al
l
rights re
serv
ed
.
Corres
pond
in
g
Aut
h
or
:
Dw
i
A
gu
s
Ku
r
niawa
n,
Dep
a
rtm
ent o
f Te
achin
g
a
nd
Ed
ucati
on
,
Jam
bi U
niv
er
sit
y,
Linta
s Jam
bi
-
Muar
o
B
ulian
Street
KM.
15, 3
6361, Ja
m
bi,
Ind
on
esi
a
Em
a
il
:
dw
ia
gus.k@u
nja.ac.i
d
1.
INTROD
U
CTION
Ba
sed
on
the
m
inist
ry
of
re
search
of
I
ndon
e
sia
,
Tech
nolo
gy
an
d
Hi
gh
e
r
E
du
cat
io
n
Re
gula
ti
on
Nu
m
ber
44
of
2015
co
ncerni
ng
Nati
on
al
St
and
a
r
ds
f
or
Hi
gh
e
r
Ed
ucati
on
Ar
ti
cl
e
46
sec
ti
on
1,
2,
an
d
3
sta
te
s
that:
(1)
t
he
procedu
re
of
sta
nd
a
r
d
re
searc
h
is
a
requirem
ent
f
or
re
searc
h
act
ivit
i
es
c
om
pr
isi
ng
of
pl
ann
i
ng,
i
m
ple
m
entat
io
n,
an
d
re
portin
g.
(
2)
T
he
rese
arch
act
ivit
ie
s
as
al
lud
e
d
to
i
n
passa
ge
(
1)
are
the
act
ivit
ie
s
that
fu
lfil
l
the
sci
entifi
c
pri
nci
ple
an
d
m
et
ho
ds
syst
e
m
atical
ly
as
pe
r
the
in
de
pende
nce
of
sc
ie
nce
an
d
sch
ol
ast
ic
culture
.
(3)
Re
search
act
ivit
ie
s
m
us
t
con
side
r
about
the
qua
li
ty
,
safety
,
he
al
thy,
com
fo
rt
and
sa
fety
sta
nd
ar
ds
of
r
esearc
he
rs,
the
c
omm
un
it
y,
an
d
the
e
nv
i
r
on
m
ent
[1
]
.
T
hi
s
exp
la
nation
sh
ows
t
hat
sci
entifi
c
w
ork
m
a
de
by
stud
e
nts
as
an
essenti
al
fo
r
ac
com
plishing
a
n
academ
ic
deg
ree
as
a
m
us
t
achieve
sta
nd
ard
s
fi
nal
err
a
nd
that
has
be
en
s
peci
fied.
Obvi
ou
sl
y,
this
conditi
on
so
m
e
of
the
tim
e
turn
s
i
nto
a
su
bst
antia
l
weig
ht
f
or
the
m
.
The
com
plexity
of
the
fi
nal
pro
j
e
ct
wh
ic
h
is
c
onf
ronted
the
stud
e
nts
e
nded
up
as
one
o
f
t
he
tri
gg
e
rs
for
them
to
procr
a
st
inate
f
inishin
g
thei
r
thesis
[
2
]
.
T
he
pr
em
ise
of
th
is
issue
am
ong
oth
er
s
is
th
e
com
plexity
of
t
he
burea
ucr
acy
to
suppo
rt
stu
de
nts'
la
st
assignm
ents
and
t
he
abse
nce
of
stud
e
nts'
unde
rstan
ding
to
ge
t
the
m
et
ho
dolo
gy
and
sta
t
ist
ic
s
that
will
be
util
i
zed
[
3
]
.
Stu
de
nts
will
be
w
orried
al
l
thr
ou
gh
doin
g
their
final
assignm
ents.
Yet,
c
on
tr
ol
of
s
up
e
rv
is
or
a
nd
so
ci
al
s
upport
ca
n
le
sse
n
te
ns
io
n
a
nd
s
t
ress
ex
pe
rien
ced
by
stud
e
nts
[
2
]
.
To
m
ai
ntain
t
heir
re
searc
h
m
et
ho
dolo
gy
and
sci
e
n
ti
fic
con
ce
pt,
the
T
eacher
has
to
hav
e
a
com
m
itm
ent to g
ive
a
dece
nt techn
i
qu
e
that c
an be a
pp
li
e
d
a
t t
he
co
urse.
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
:
2252
-
8822
In
t.
J
.
Eval
.
&
Re
s
.
E
du
c
.
Vo
l
.
8
, No
.
3
,
Sept
e
m
ber
2019
:
4
6
1
-
4
6
9
462
Seei
ng
the
si
gnific
ant
ro
le
of
te
ache
r
s
in
t
r
ai
nin
g
stu
den
t
s'
think
in
g
s
kill
s
will
require
a
suffici
ent
te
aching
strat
e
gy
pa
rtic
ularly
f
or
sta
ti
sti
c
subj
ect
.
T
he
sta
ti
sti
c
it
sel
f
has
a
de
finiti
on
of
t
he
st
ud
y
of
Ta
b
uri
ng
ou
t
ho
w
to
de
sign,
gathe
r,
analy
ze,
interp
r
et
,
and
present
.
Stat
ist
ic
are
appr
oach
es
to
fin
d
ou
t
ab
out
how
stud
e
nts
a
re
fa
ced
with
a
dv
a
ncem
ent
and
i
nteracti
on
with
sta
ti
sti
cal
m
o
dels
a
nd
t
hey
c
ou
l
d
m
ake
integrati
on
into
da
ta
sam
ples,
prob
a
bili
sti
c
m
od
el
s,
c
on
te
xts,
a
nd
f
ur
t
her
m
or
e
co
nclusi
on
s
i
n
a
te
chnolo
gy
-
e
nh
a
nce
d
le
arn
in
g
en
vir
onm
ent
[4
]
.
The
determ
inati
on
of
le
ar
ning
te
chn
i
qu
e
s
an
d
how
to
a
pply
,
it
is
the
key
to
enr
ic
h
the
a
ccom
plishm
ent
in
sta
ti
sti
cal
le
arn
in
g.
T
his
is
ide
ntifie
d
with
m
et
ho
ds,
proc
edures,
an
d
l
earn
i
ng
m
et
ho
dolo
gies
that
will
be
act
ualiz
ed
by
th
e
te
acher
to
w
el
com
e
stud
ent
and
receive
le
arn
i
ng
m
at
erial
with
fun.
Eac
h
a
nd
ever
y
piece
of
the
proce
dur
e
has
a
s
olid
c
onnecti
on
a
nd
com
plete
s
one
ano
t
her.
T
he
refor
e
,
te
achers
m
us
t
be
ca
utious in
deali
ng w
it
h
th
ese le
arn
i
ng te
chn
i
qu
e
s.
An
ide
al
le
arn
i
ng
will
encou
r
age
the
im
pr
ove
m
ent
of
stu
de
nts'
capaci
ti
es
and
c
om
pr
ehe
ns
io
n
of
the
sta
ti
sti
cal
con
cept.
F
or
inst
ance,
a
fter
c
om
ple
ti
ng
the
course,
un
qu
e
sti
on
a
bly,
the
y
hav
e
great
sk
il
ls
in
analy
zi
ng
data,
fo
r
e
xam
ple,
analy
zi
ng
desc
riptive
sta
ti
sti
cal
data
and
in
f
eren
t
ia
l
sta
ti
stics.
They
reali
z
e
tha
t
descr
i
ptive stat
ist
ic
s w
il
l pr
ov
ide an ex
planat
ion
a
bout
repo
r
t t
rends
a
nd
va
riet
ie
s in
data c
enters
with t
he go
al
that
they
can
giv
e
data
that
can
facil
it
at
e
unde
rstan
ding
of
t
he
res
ul
t
of
the
in
form
at
i
on
obta
ined
[
5
]
.
Th
e
resu
lt
ca
n
be
in
the
f
orm
of
m
ean,
m
idd
le
,
m
od
e,
sta
nd
ard
de
viati
on
,
m
ini
m
u
m
value,
m
axi
m
u
m
v
al
ue,
qu
a
rtil
e,
and
e
xh
i
bited
as
pie
gr
ap
hs
or
dat
a
ta
bles.
In
an
oth
e
r
side,
stu
den
ts
li
ke
wise
know
the
func
ti
on
of
infer
e
ntial
sta
t
ist
ic
s
that
can
be
util
iz
ed
t
o
respo
nd
to
in
quirie
s
in
a
res
earch
,
w
her
e
r
esearche
rs
exa
m
ined
inf
or
m
at
ion
from
research
s
a
m
ples
to
dr
a
w
co
nclusi
on
s
about
obscu
re
popu
la
ti
ons
a
nd
a
fter
that
di
rect
an
inv
est
igati
on
f
or
a
ny
disti
nct
ion
s
i
n
gr
oups
or
c
onne
ct
ions
betwee
n
var
i
at
ion
s,
t
hen
a
t
that
point
discove
r
so
m
et
hin
g gr
ea
te
r
or sm
al
le
r
than
expect
e
d
f
ro
m
the tota
l o
f
s
ubj
ect
[5
]
.
In
te
rm
s
of
f
unct
ion,
the
sta
ti
sti
cal
con
cept
play
s
a
sig
nif
ic
ant
r
ole
in
da
y
by
day
li
fe.
The
r
ole
of
sta
ti
sti
cs
is
to
sat
isfy
need
s
by
ta
ckling
log
i
cal
issues
that
are
releva
nt
to
real
-
li
fe
[6
]
.
Howe
ver,
in
fa
ct
,
the
stud
e
nts
of
P
hy
sic
s
Edu
cat
io
n
De
par
te
m
ent
in
Un
ive
rsita
s
Ja
m
bi
still
categ
ori
zed
as
sta
ti
sti
cs,
ob
vious
ly
,
a
sta
ti
sti
c
is
a
dif
ficult
thin
g
to
com
pr
ehe
nd
by
them
.
Desp
it
e
the
fact
that
diff
e
re
nt
in
sta
nc
es
of
t
he
a
pp
l
ic
at
ion
of
sta
ti
sti
cs
hav
e
bee
n
giv
e
n
by
te
acher
s
an
d
that
idea
has
been
gi
ven
al
l
m
or
e
approp
riat
el
y,
they
st
il
l
fin
d
nu
m
erous
hind
ran
ces
to
un
de
rstan
d
it
.
They
are
as
well
har
d
to
disc
ov
e
r
an
associat
io
n
with
the
sta
ti
sti
c
con
ce
pt
as
t
he
instru
m
ent
that
cou
l
d
be
util
iz
ed
to
ta
c
kle
the
day
by
day
issue
an
d
how
to
ap
ply
it
.
Absta
in
from
eng
agi
ng
w
it
h
nu
m
ero
us
form
ulas
and
n
um
ber
s
t
hat
m
us
t
be
ta
ll
ie
d
is
a
m
otivati
on
be
hi
nd
why
s
tud
e
nts
don'
t
li
ke
sta
tisti
cs.
This
ad
di
ti
on
al
ly
m
akes
stud
e
n
ts'
interest
to
le
arn
t
he
sta
ti
sti
ca
l
su
bj
ect
is
lo
w.
I
t
ver
y
well
m
a
y
be
se
en
from
their
scor
e
after
com
plete
d
th
e
fi
nal
exam
of
t
he
y
ear
a
nd
f
ur
t
herm
or
e,
the
nu
m
ber
of
stud
e
nts
to
stu
dy
this
sub
j
ect
ov
e
r
agai
n
in
each
an
d
e
very
se
m
est
er
to
i
m
pr
ov
e
their
s
cor
e
beca
us
e
of
the
i
r
disap
pointm
ent in th
e
past s
e
m
est
er is quite
a lot.
Creat
ive
and
i
nnovat
ive
le
ar
ning
is
need
e
d
as
Effor
ts
t
o
direct
stu
de
nts
to
be
m
or
e
act
ive
and
creati
ve
in
so
l
ving
pro
blem
s
bo
t
h
in
resea
rc
h
an
d
their
act
ivit
ie
s
la
te
r
on
.
The
suc
ce
ss
le
vel
of
th
e
te
acher
t
o
com
plete
their
ob
li
gatio
n
is
seen
from
the
accom
plish
m
ent
of
their
stud
e
nts
so
it
ver
y
well
m
ay
be
s
ai
d
that
incre
dib
le
te
acher
s
a
re
they
who
ca
n
pr
ov
i
de
great
m
otivati
on
to
st
ud
e
nt
s
[7
]
.
I
nnovat
i
on
i
n
ed
ucati
on
gi
ve
m
any
dev
el
op
m
ent
fo
r
i
dea
s,
goods
,
m
eth
ods,
w
hich
are
felt
or
obser
ve
d
as
ne
w
thin
gs
a
nd
as
a
conseq
ue
nces
of
an
in
di
vidua
l
or
gathe
rin
g
of
in
div
i
du
al
s
(so
ci
et
y),
ei
the
r
as
an
inv
e
rsi
on
s
(n
e
w
disc
overies
)
or in
ven
ti
ons
(
new d
isc
overie
s),
w
hich
a
re
ut
il
iz
ed
to acco
m
pl
i
s
h
te
achin
g go
al
s
or to
s
ol
ve
[
8
].
The
ef
fort
to
m
on
it
or
and
c
on
t
ro
l
the
le
arn
i
ng
in
de
penden
tl
y
thr
ough
var
io
us
a
ppr
oach
e
s,
f
or
exam
ple,
cogni
ti
ve
ada
ptive,
m
ot
ivati
on
al
or
esse
ntial
po
si
ti
ve
be
hav
i
or
al
m
anag
em
ent
strat
egies
f
or
le
arn
i
ng
and
accom
plishin
g
le
ar
ning
obj
ect
i
ves
ha
ve
bee
n
br
oad
l
y
app
li
ed
[
9
]
.
Stud
e
nts
nowa
days
are
re
qu
i
red
t
o
acce
ss
knowle
dg
e
a
n
d
co
nf
i
gure
it
ind
e
pe
nd
e
ntly
[
10
]
.
Teacher
s
nee
d
to
util
iz
e
inn
ov
at
ive
a
nd
in
te
racti
ve
te
aching
te
c
hniqu
es
to
get
im
pr
ov
em
ents
i
n
the
te
achin
g
process
[
11
]
.
In
order
to
im
pro
ve
the
qual
it
y
of
edu
cat
io
n
t
o
pro
duce
gra
du
a
te
s
who
a
re
c
reati
ve
a
nd
re
ady
to
c
onf
ront
li
fe
in
t
he
fu
t
ur
e,
in
novat
ion
is
require
d,
on
e
of
wh
ic
h
is
by
util
iz
ing
Pro
bl
e
m
Ba
sed
Learn
i
ng
(P
BL
)
as
a
le
arn
in
g
s
trat
egy
.
Th
e
pe
culia
r
char
act
e
risti
c
of
PBL
a
s
a
le
a
rn
i
ng
strat
egy
is
the
em
ph
asi
s
on
the
issues
as
a
m
edium
t
o
e
ng
a
ge
i
n
le
arn
i
ng
and
"
stu
den
ts
are
li
kew
ise
c
halle
ng
e
d
t
o
init
ia
te
their
pri
or
knowle
dge
,
to
rec
ognize
their
ow
n
le
a
rn
i
ng
obj
ect
ives
,
a
nd
to
c
onte
xtu
al
i
ze
their
acq
uir
ed
k
nowled
ge"
[
12
]
.
T
his
c
onditi
on
il
lustrate
s
that
a
le
ar
ner
play
s
a f
un
ct
io
ning
r
ole in lea
rn
i
ng,
r
e
du
ci
ng the e
du
cat
or
'
s role a
s a f
aci
li
ta
tor (t
utor) [
13
].
Pr
oble
m
-
based
le
arn
in
g
as
a
te
achin
g
an
d
le
arn
i
ng
strat
e
gy
has
bee
n
de
sign
e
d
to
incl
ude
stud
e
nts
i
n
ta
ckling
real
-
li
fe
pro
blem
s
[
14
]
.
It
is
a
le
arn
ing
m
od
el
that
can
i
m
pr
ove
stud
e
nts'
crit
ic
al
think
in
g
sk
il
ls
with
proce
dural
pro
blem
-
so
lving
a
ct
ivit
ie
s.
The
r
esults
rec
ommend
furthe
r
res
earch
by
gi
ving
m
or
e
syst
e
m
at
ic
act
ivit
ie
s,
so
stud
e
nts
ca
n
rec
ollec
t
issues
in
so
l
ving
t
heir
crit
ic
al
think
i
ng
[
15
]
.
Prob
le
m
-
based
le
ar
nin
g
is
a
te
aching
m
et
ho
d
a
nd
ed
ucati
on
al
phil
osoph
y
in
wh
ic
h
pro
blem
-
so
lving
i
s
a
m
echan
is
m
that
enab
le
s
stud
e
nts
to
le
arn.
Stu
de
nts
w
ork
in
de
pe
nd
e
ntly
an
d
in
sm
al
l
gr
oups
to
get
in
form
a
ti
o
n
th
rou
gh
pr
ob
le
m
-
so
lvin
g
[
16
].
Pr
oble
m
-
so
lvi
ng
s
kill
s
ref
e
r
to
the
capaci
ty
of
st
ud
e
nts
t
o
in
vestigat
e
s
ol
ution
s
of
iss
ue
s
gi
ven
or
di
sco
ver
appr
oach
es
t
o
unde
rstan
d
the
obj
ect
ives
give
n
[
17
]
.
C
reati
ve
thin
king
is
exp
ect
e
d
to
c
re
at
e
tho
ug
hts
to
ta
ckle
Evaluation Warning : The document was created with Spire.PDF for Python.
In
t J
E
val & R
es Educ
.
IS
S
N:
22
52
-
8822
Id
e
ntif
yi
ng
t
he ma
ste
ry
o
f
rese
ar
c
h
stati
sti
cal
concept
by usi
ng p
r
oble
m
-
ba
sed
…
(
Sus
biy
an
t
o
Susb
iy
an
t
o
)
463
iss
ues
a
nd
discov
e
r
ne
w
m
e
thodo
l
og
ie
s
.
Me
anwhil
e,
t
e
a
m
wo
r
k
is
fr
e
qu
e
ntly
a
key
segm
ent
in
s
olv
i
ng
pro
blem
s
[
18
].
S
tud
e
nts
are
te
ste
d
to
ap
pl
y
their
insig
ht
in
breaki
ng
dow
n
iss
ues
an
d
im
pr
ov
e
t
he
ir
ow
n
le
arn
in
g
lim
it
a
m
on
g
e
xc
hanges
le
d
by
usi
ng
the
dif
fer
e
nt
le
arn
ing
asse
ts
they
hav
e,
a
nd
furthe
rm
or
e
they
hav
e
t
he
cha
nc
e
to
app
ly
the
el
aborati
on
of
each
ex
pa
nd
i
ng
knowle
dge
t
ow
a
r
d
the
pro
bl
e
m
in
the
su
bs
equ
e
nt
tutor
ia
l
discussi
on
[
12
].
Pr
oble
m
-
based
le
arn
in
g
m
od
el
has
a
good
i
m
pact
on
le
arni
ng
.
Ba
se
d
on
the
com
pr
ehe
nsi
on
of
t
he
PBL
it
sel
f
s
pe
ci
fical
ly
,
Pr
obl
e
m
-
based
le
ar
ning
al
s
o
has
a
cl
os
e
ass
ociat
ion
with
ho
w
t
he
st
ud
e
nts
le
arn.
Subseque
ntly
,
the
us
e
of
PB
L
in
sta
ti
sti
cs
exp
ect
e
d
c
our
s
es
can
prov
i
de
the
c
ha
nce
for
stu
de
nts
t
o
ga
in
a
m
or
e
pr
ofo
un
d
com
pr
ehe
ns
i
on
of
sta
ti
sti
cal
con
cepts
w
hich
is
associ
at
ed
with
ge
nuine
co
nte
xt
thr
ough
appr
opriat
e
schem
es
in
introdu
ci
ng
so
l
utio
ns
f
or
pr
ob
le
m
s
that
hav
e
been
dis
play
ed
in
eve
ry
le
ss
on.
A
nd
f
urt
he
rm
or
e,
stud
e
nts
will
i
m
pro
ve
their
sel
f
-
c
onfide
nce
a
longside
t
he
i
ncr
ease
of
thei
r
com
pr
e
hen
si
on
of
sta
ti
sti
cal
con
cepts
in
eac
h
pr
act
ic
e
of
s
ol
vin
g
pro
blem
s
as
they
f
ollow
by
the
le
s
so
ns.
In
t
his
un
i
qu
e
ci
rcu
m
sta
nce,
t
he
stud
y
is
intende
d
to
ide
ntify
the
i
m
pact
of
PBL
util
iz
at
ion
to
ward
the
m
ast
ery
of
research
sta
ti
sti
cs
con
cept
at
the
Dep
a
rtm
ent
of
Ph
ys
ic
s
Edu
cat
io
n
in
Un
i
versi
ta
s
Jam
bi.
The
aim
is
to
di
m
inish
the
nu
m
ber
of
stud
e
nts
that
w
il
l
delay
co
m
pleti
ng
the
fi
nal
assignm
en
t
in
the
fu
tu
r
e
throu
g
h
e
xpand
i
ng
com
pr
ehe
ns
io
n o
f
their
stat
ist
ic
al
co
nc
epts.
2.
RESEA
R
CH MET
HO
D
This
st
ud
y
us
e
d
descr
i
ptive
r
esearch
m
et
ho
ds
.
It
im
plies
t
he
set
ti
ng
of
t
he
fun
dam
enta
l
desig
n
i
s
descr
i
bed
us
i
ng
words,
nu
m
ber
s
an
d
c
urre
nt
pro
file
s,
ty
pes
of
cl
assi
ficat
ion
a
nd
a
lso
descr
i
bes
st
eps
t
o
respo
nd
to
que
sti
on
s,
s
uch
as
who,
w
he
n,
w
her
e
an
d
ho
w
[
19
]
.
The
de
scri
ptive
a
ppr
oach
was
ch
os
e
n
be
cause
in
this
researc
h,
it
will
be
seen
how
far
stu
de
nts
m
as
te
r
the
sta
ti
st
ic
s
con
c
ept
for
their
re
search;
t
he
f
ollow
i
ng,
to
disc
ov
e
r
stu
den
ts'
res
p
onse
in
the
sta
ti
sti
cs
co
ur
se;
t
he
n,
to
see
the
im
pact
of
pr
ob
le
m
-
based
le
arn
i
ng
on
unde
rstan
ding
stud
e
nts'
stat
istica
l con
ce
pts a
t t
he
De
pa
rtm
e
nt of
Ph
ysi
cs E
du
cat
io
n
i
n Uni
ver
sit
as Jam
bi.
145
Stu
de
nts,
who
ha
d
stu
di
ed
sta
ti
sti
cs
su
bj
ect
at
8
th
se
m
est
er
and
al
so
150
st
ud
e
nts
who
ha
ve
stud
ie
d
sta
ti
sti
cs
sub
j
ect
at
6
th
sem
es
te
r,
we
re
rec
ru
it
e
d
f
or
this
st
ud
y.
T
he
util
iz
ed
sam
pl
ing
te
ch
nique
was
total
sa
m
pling
.
Total
sam
pli
ng
is
the
over
al
l
sa
m
plin
g
te
chn
i
qu
e
of
th
e
popula
ti
on
[
20
]
.
T
otal
sam
pl
i
ng
was
ch
os
e
n
as
sa
m
ple
determ
inati
on
since
resea
rc
her
s
need
t
o
know
the
ov
e
rall
resu
lt
fr
om
the ex
ist
in
g p
opulati
on.
Data
colle
ct
io
n
in
this
st
ud
y
dr
a
ws
upon
a
su
r
vey
instr
um
ent.
The
occ
up
ie
d
quest
io
nnai
re
s
heet
in
the
s
urvey
de
sign
was
th
oroug
hly
stu
di
ed
a
nd
ret
urne
d
bac
k
to
the
resea
rch
e
rs
[
5
]
.
I
n
ad
diti
on
to
th
e
qu
e
sti
onnaire
,
the
util
iz
ed
data
colle
ct
ion
i
n
this
stu
dy
us
e
d
m
ult
iple
-
ch
oice
te
st
instru
m
ents.
In
an
at
te
m
pt
to
get
so
m
e
com
plexity
,
cha
nc
e
can
m
ov
e
towa
r
ds
di
ff
e
re
nt
m
ulti
ple
-
cho
ic
e
quest
io
ns,
w
her
e
t
he
ra
ng
e
of
cho
ic
es
was
w
el
l
prov
i
ded
[
21
]
.
Re
searc
he
rs
need
to
kn
ow
the
le
vel
of
capaci
ty
f
ro
m
stu
den
ts
’
sta
ti
sti
ca
l
con
ce
pt
f
or
t
he
researc
h
of
their
thesis,
th
eref
or
e
researc
her
s
wer
e
us
i
ng
t
he
m
ulti
pl
e
-
ch
oice
te
st
as
the
instru
m
ents to gat
he
r
the
in
form
ation
.
The
gathe
red
data
in
this
st
udy
we
re
al
so
obta
ined
t
hro
ugh
inter
views
.
The
re
searc
hers'
pu
r
po
se
of
util
iz
ing
inter
vi
ews
as
a
data
colle
ct
ion
i
ns
tr
um
ent
is
to
ex
a
m
ine
m
or
e
profo
undly
on
th
e
co
ns
trai
nts
f
el
t
by
stud
e
nts
wh
e
n
stud
yi
ng
sta
ti
sti
cs
ind
e
pe
nd
e
nt
ly
fo
r
t
he
fi
na
l
assignm
ent.
Re
searche
rs
ca
rr
ie
d
out
qu
al
it
at
ive
intervie
ws
by
giv
in
g
a
se
ries
of
in
quirie
s
in
f
ront
of
one
or
m
or
e
of
the
ge
ne
ral
part
ic
ipants
an
d
gathe
r
evide
nt b
y t
a
ki
ng n
otes a
nd
usi
ng sou
nd r
ec
order [
5
].
The
flo
w
of
t
h
is
researc
h
wa
s
com
m
enced
by
pro
vi
ding
a
ty
pe
of
cl
os
e
d
qu
est
i
onnair
e
w
her
e
t
he
al
te
rn
at
ive
of
the
ap
pro
pr
ia
te
respo
ns
es
ha
s
been
determ
ined.
T
he
pr
ocedur
e
for
gat
her
i
ng
t
he
resea
rc
h
data
dem
on
strat
es
the
f
ollow
i
ng
Questi
onnaire
R
esp
on
se;
the Analy
sis
of
Q
ue
sti
onnaire
Re
s
pons
es
,
I
nd
e
pe
nd
e
ncy
Qu
est
i
onnaires
,
In
te
r
view
,
an
d
I
nterv
ie
w
A
naly
sis.
The
quest
io
nn
ai
re
is
the
te
chn
iq
ue
s
fo
r
c
ollec
ti
ng
dat
a
wh
e
re th
e p
a
rtic
ipant or r
es
pond
e
nt f
il
l and
c
om
plete
each
a
nd
e
ver
y si
ngle
inq
ui
ry o
n
the
qu
e
sti
onnaire s
heet
a
nd
r
et
urn
the
m
back
c
om
ple
te
ly
to
the
research
e
rs
[
22
]
.
T
he
util
iz
ed
qu
e
sti
onnaire
in
th
is
stud
y
is
a
resp
ons
e
qu
e
sti
onnaire
of
st
ud
e
nts
to
pro
blem
-
based
le
arn
in
g
m
odel
,
an
d
the
c
oncept
of
com
p
r
ehensi
on
with
MC
Qs.
Table
1
pr
e
sen
t
s
cl
assifi
cat
io
n
for
the
ra
nge
of
sco
re
for
re
sp
onse
quest
io
nn
ai
re
of
pr
ob
l
e
m
-
based
le
ar
ni
ng
.
I
t
can
be
see
n
t
ha
t t
her
e a
re
fou
r
cate
gories,
na
m
el
y Very g
re
at
, W
el
l, P
oor
, a
nd Bad
.
Table
1.
Ca
te
gorizat
io
n
f
or th
e res
pons
e
que
sti
onnaire
Categ
o
ry
Sco
re
Ran
g
e
Ver
y
go
o
d
58.
6
–
72
W
ell
45.
1
–
5
8
.5
Po
o
r
3
1
.6
–
45
Bad
1
8
.0
–
3
1
.5
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
:
2252
-
8822
In
t.
J
.
Eval
.
&
Re
s
.
E
du
c
.
Vo
l
.
8
, No
.
3
,
Sept
e
m
ber
2019
:
4
6
1
-
4
6
9
464
Data
f
ro
m
the
qu
e
sti
onnaire
s
ha
ve
bee
n
analy
zed
us
in
g
SP
SS
S
oft
war
e
.
T
he
res
ult
has
be
e
n
processe
d
into
descr
i
ptive
sta
ti
sti
cs.
Descr
ipti
ve
in
form
ation
is
in
the
form
of
data,
m
edian,
m
od
e,
an
d
fr
e
qu
e
ncy.
Ne
xt,
the
resear
c
her
s
ga
ve
m
ult
iple
-
ch
oice
in
quirie
s
to
st
ud
e
nts
at
6
th
a
nd
8
th
sem
est
er
with
fou
r
answer
ch
oice
s.
T
he
ne
xt
f
ol
lowing
Table
2
is
sho
wing
of
sc
or
e
ra
nge
cat
egories
f
or
m
ul
ti
ple
-
cho
ic
e
te
sts,
wh
e
re t
her
e a
r
e f
our
cl
assifi
c
at
ion
s,
n
am
el
y
Ver
y
good,
W
e
ll
, P
oor
, a
nd Bad.
Table
2
.
Ca
te
gorizat
io
n
to
m
e
asur
e
un
der
sta
nd
i
ng of c
once
pts
by u
si
ng m
ulti
ple choic
e
qu
e
sti
on
Categ
o
ry
Sco
re
Ran
g
e
Ver
y
go
o
d
7
5
.1
–
100
W
ell
5
0
.1
–
75
Po
o
r
2
5
.1
–
50
Bad
0
–
25
The
data
of
m
ulti
ple
-
ch
oice
te
st
qu
est
io
ns
wh
ic
h
ha
ve
be
en
analy
ze
d
w
ere
util
iz
ed
as
descr
i
ptive
sta
ti
sti
cs.
Nex
t,
researc
her
s
con
ti
nue
on
colle
ct
ing
th
e
data
us
in
g
a
structu
red
i
nter
view
instr
um
ent.
In
te
r
view
s
we
r
e
conduct
ed
f
or
al
l
sa
m
ples.
The
m
otivati
on
be
hind
the
in
te
rv
ie
w
is
to
st
re
ngthe
n
the
re
su
lt
of
the
quest
ionnai
re
an
d
MC
Qs,
and
bo
t
h
sco
re
ranges
are
ob
t
ai
ned
f
r
om
the
com
par
ison
be
tween
the
r
es
ults
of
reducti
on fr
om t
he
m
os
t ast
ound
i
ng and l
owest
score
with t
h
e
nu
m
ber
of inter
val cla
sses
[
23
].
3.
RESU
LT
S
A
ND
DI
SCUS
S
ION
In
t
his
sect
io
n,
the
res
ults
of
da
ta
analy
sis
to
m
easur
e
st
ud
e
nts’
abili
ty
to
m
ast
er
the
resea
rch
sta
ti
sti
cal
con
ce
pts
by
usi
ng
m
ulti
ple
-
c
ho
ic
e
te
st
ques
ti
on
s
i
ns
tr
um
e
nt
wa
s
pr
ese
nt
ed
i
n
T
a
ble
3.
The
fr
e
quency
(f)
a
nd
per
ce
ntage
(
%
)
of
e
ver
y
cat
egory
le
vel
is
t
he
r
es
ult
of
a
descr
i
ptive
ana
ly
sis;
t
o
disp
la
y
m
or
e
sp
eci
fic
data,
gende
r
seg
regat
ion
is
carrie
d
out
in
each
sem
es
te
r
.
Acc
ordin
g
the
Ta
ble
3,
it
can
be
seen
that
150
sam
pel
from
stud
ents
at
6
th
sem
est
er
par
ti
ci
pated
in t
he
stu
dy
, m
ajorit
y was f
em
ale.
Num
ber
of s
a
m
pel at 8
th
sem
est
er
that pa
rtic
ipate
d
in
the
stu
dy ther
e
w
e
re
145 st
ud
e
nts,
m
ajor
it
y was also fe
m
al
e.
Table
3
.
Re
s
ults o
f
m
ulti
ple
-
cho
ic
e test
ques
ti
on
s i
ns
tr
um
e
nt
Male
Fe
m
ale
Categ
o
ry
Frequ
en
cy
%
Categ
o
ry
Frequ
en
cy
%
Stu
d
en
t 6
Se
m
este
r
Ver
y
good
12
3
1
.6
Stu
d
en
t 6
Se
m
este
r
Ver
y
go
o
d
23
2
0
.5
W
ell
19
5
0
.0
W
ell
55
4
9
.1
Po
o
r
5
1
3
.2
Po
o
r
21
1
8
.8
Bad
2
5
.2
Bad
13
1
1
.6
Total
38
100
Total
112
100
Stu
d
en
t 8
Se
m
este
r
Ver
y
go
o
d
3
8
.6
Stu
d
en
t 8
Se
m
este
r
Ver
y
go
o
d
10
9
.1
W
ell
10
2
8
.6
W
ell
28
2
5
.5
Po
o
r
16
4
5
.7
Po
o
r
43
3
9
.1
Bad
6
1
7
.1
Bad
29
2
6
.3
Total
35
100
Total
110
100
Table
4
presen
ts
about
stu
de
nt
res
pons
e
qu
est
ionnaire
to
ward
us
e
PBL
in
sta
ti
sti
cal
s
ubj
ect
s
.
Thi
s
ta
ble
introd
uce
s
the
res
ults
of an
analy
sis of
t
he
num
ber
of
s
tud
e
nts
w
ho
ha
ve
gi
ven
their re
spon
ses
as
pe
r
the
cat
egories
dete
rm
ined
in
the
qu
e
sti
onnaire
sh
eet
.
T
he
nu
m
ber
of
stud
e
nts
w
ho
offer
e
d
res
pons
es
t
o
ever
y
cat
egory
was
intr
oduce
d
in
F
reque
ncy
(f
)
and
per
ce
ntag
e
(%).
The
total
sam
ple
fr
om
e
ach
sem
est
er
a
nd
ea
c
h
gende
r
that
pa
r
ti
ci
pated
in t
his stu
dy is e
qu
i
valent to
Ta
ble 3
.
Table
4
.
Stu
de
nt r
es
ponse
quest
ionnaire t
oward use
PBL i
n st
at
ist
ic
al
su
bject
s
Male
Fe
m
ale
Categ
o
ry
Frequ
en
cy
%
Categ
o
ry
Frequ
en
cy
%
Stu
d
en
t 6
Se
m
este
r
V
er
y
go
o
d
10
2
6
.3
Stu
d
en
t 6
Se
m
este
r
V
er
y
go
o
d
30
2
6
.8
W
ell
25
6
5
.8
W
ell
74
6
6
.1
Po
o
r
3
7
.9
Po
o
r
8
7
.1
Bad
0
0
Bad
0
0
T
o
tal
38
100
T
o
tal
1
1
2
100
Stu
d
en
t 8
Se
m
este
r
V
er
y
go
o
d
7
2
0
.0
Stu
d
en
t 8
Se
m
este
r
V
er
y
go
o
d
30
2
7
.3
W
ell
23
6
5
.7
W
ell
60
5
4
.5
Po
o
r
5
1
4
.3
Po
o
r
20
1
8
.2
Bad
0
0
Bad
0
0
T
o
tal
35
100
T
o
tal
1
1
0
100
Evaluation Warning : The document was created with Spire.PDF for Python.
In
t J
E
val & R
es Educ
.
IS
S
N:
22
52
-
8822
Id
e
ntif
yi
ng
t
he ma
ste
ry
o
f
rese
ar
c
h
stati
sti
cal
concept
by usi
ng p
r
oble
m
-
ba
sed
…
(
Sus
biy
an
t
o
Susb
iy
an
t
o
)
465
Re
gr
essi
on
hy
po
t
hesis
te
st
was
us
ed
to
a
naly
ze
of
pro
blem
-
based
le
arn
i
ng
e
ff
ect
on
m
ast
ery
of
researc
h
sta
ti
sti
cs.
Table
5
s
hows
the
re
sul
ts
of
m
ulti
ple
reg
re
ssio
n
an
al
ysi
s
to
ov
er
com
e
the
eff
e
ct
s
of
pro
blem
-
based le
arn
i
ng for t
he
ab
il
it
y t
o
m
as
te
r
the st
ud
y
of
stat
ist
ic
al
co
nc
epts
.
Table
5
.
PBL e
ff
ect
on the
stu
den
ts
’
a
bili
ty
t
o
m
ast
er s
ta
ti
st
ic
al
co
nce
pts e
m
pirically
V
ariables
Male
Fe
m
ale
Min
m
a
x
X
P
R
R
2
Min
Max
X
P
R
R
2
Stu
d
en
t
Se
m
este
r
6
Res
p
o
n
se
PBL
24
96
3
8
.3
0
.02
0
.85
0
.72
24
96
3
5
.5
0
.02
0
.82
0
.67
Stu
d
en
t
Se
m
este
r
8
Res
p
o
n
se PBL
24
96
3
4
.9
0
.03
0
.83
0
.68
24
96
3
6
.5
0
.02
0
.84
0
.70
Ba
sed
on
the
r
esults
of
the
a
naly
zed
data
of
stud
e
nts'
capaci
ty
to
m
ast
er
the
sta
ti
sti
ca
l
con
ce
pts
f
or
researc
h
w
hich
is
sho
wn
in
T
able
3,
th
at
as
m
any
as
81.
6%
of
6
th
sem
es
te
r
m
al
e
stud
en
ts,
as
well
as
69.
6%
of
6
th
sem
est
er
fe
m
al
e
stud
ents
,
we
re
both
s
howing
sat
isfy
ing
resu
lt
s.
O
f
t
he
81.
6%
m
al
e
stud
e
nts'
resu
lt
s
,
31.6%
we
re
wi
thin
the
Ver
y
Goo
d
cat
eg
or
y
wh
e
reas
50%
wer
e
within
t
he
W
el
l
cat
egor
y.
Me
anwhil
e,
of
t
he
69.6%
fem
al
e
stud
e
nts'
resu
lt
,
20.
5%
we
re
cl
assifi
ed
in
th
e
Ver
y
G
ood
c
at
egory
an
d
49
.1
%
wer
e
with
in
th
e
Well
cat
ego
ry.
Com
par
ed
to
the
6
th
sem
est
e
r
stud
e
nts,
a
l
it
tl
er
per
centa
ge
was
show
n
by
t
he
8
th
sem
est
er
stud
e
nts
w
ho
as
well
ob
ta
in
s
at
isfact
or
y
res
ults.
T
he
re
we
r
e
on
ly
37.
2%
of
m
a
le
stud
ents
and
3
4.6
%o
f
f
e
m
al
e
stud
e
nt
s.
T
he
do
m
inati
on
of
Well
cat
egory
was
acq
uire
d
by
28.
6%
of
m
al
e
stud
ents
and
25.
5%
of
fem
a
l
e
stud
e
nts.
T
he
r
esult
sh
ows
9.
1%
of
the
Very
Go
od
cat
eg
ory
resu
lt
was
acqu
i
red
by
the
fe
m
al
e
stud
en
ts
and
on
ly
8.6%
of
m
al
e stud
ents
wer
e
in
t
he Ve
ry Good
cat
eg
or
y
.
This
in
dicat
io
n
s
hows
t
hat
ov
e
rall
,
the
re
adiness
of
6
th
sem
es
te
r
stud
e
nts
to
m
ast
er
the
resea
rc
h
sta
ti
sti
cal
con
cepts
are
high
er
tha
n
8
th
se
m
est
er
stud
e
nts.
6
th
sem
est
er
stud
e
nts'
acce
ptance
t
o
sta
ti
sti
cal
con
ce
pts
by
usi
ng
PBL
is
m
or
e
com
pr
e
hen
s
ive,
as
a
res
ult
of
m
or
e
th
an
50%
of
t
hem
wer
e
able
t
o
c
hoose
th
e
correct
a
ns
we
r
from
the
ques
ti
on
s
t
hat
ha
ve
bee
n
giv
e
n.
O
n
the
oth
er
ha
nd,
m
or
e
tha
n
50%
of
8
th
s
e
m
est
er
stud
e
nts
wer
e
unable
t
o
set
tl
e
to
the
ri
ght
answ
e
r.
This
te
nd
e
ncy
occ
ur
s
beca
us
e
t
he
var
i
ous
sta
ti
sti
cal
con
ce
pts
th
at
hav
e
bee
n
le
ar
ned
are
well
-
unde
rstoo
d
by
6
th
sem
est
er
stud
e
nts
base
d
on
va
rio
us
pro
blem
s
accor
ding
to
t
he
co
ntext
the
y
faced
an
d
al
so
they
we
re
a
ble
to
set
tl
e
to
the
releva
nt
con
ce
pts
to
re
s
olv
e
the
issue
w
hich
w
as
co
nf
e
rr
e
d
w
i
th
in
the
qu
e
sti
on
s
.
I
n
a
ddit
ion
,
the
data
em
plo
ye
d
i
n
the
qu
e
ries
w
ere
t
he
dat
a
ob
ta
ine
d
from
the
re
su
lt
s
of
stud
e
nts'
pr
ac
ti
ce
wh
e
n
the
y
wer
e
m
akin
g
ob
se
r
vations
in
sec
onda
ry
sch
oo
l
,
m
aking
it
easi
er
f
or
t
hem
to
identify
fin
di
ng
s
a
nd
relat
e
them
to
existi
ng
sta
ti
sti
cal
con
ce
pts.
So
c
oncrete
pro
blem
s
or
wh
ic
h
ca
n
be
ca
ptured
directl
y
by
the
senses
will
be
m
or
e
easi
ly
un
der
st
ood
by
stu
de
nt
s.
A
su
pp
or
ti
ng
sta
t
e
m
ent
to
this
find
i
ng
f
ro
m
pr
e
vious
researc
h
sta
te
s
that
le
ar
ning
dev
el
op
m
ent
ba
sed
on
st
ud
e
nt
act
ivit
y
has
a
po
sit
ive
relat
ion
sh
i
p
with
ref
l
ect
ive
ob
s
er
va
ti
on
le
ar
ning
s
ty
le
and
it
is
s
how
n
vice
ve
r
sa
in
abstract
co
nc
e
ptu
al
iz
at
ion
le
arn
i
ng
sty
le
[
24
]
.
Inv
olv
em
ent
in
cl
assr
oom
act
ivities
si
gn
i
ficantl
y
influ
ence
s
stud
e
nts'
pro
gress
in
ove
rco
m
ing
va
rio
us
pr
ob
le
m
s
they
fa
ce
at
unive
rsit
y
[
25
]
.
Othe
r
r
esearch
al
so
s
uppo
rts
that
stu
den
t
i
nvol
vem
ent
in
c
la
ssroom
act
ivi
ti
es
prom
otes
stud
e
nt
pe
rfo
rm
ance
s
pecifica
l
ly
,
wh
e
re
t
he
m
et
a
-
analy
sis
te
st
(
usi
ng
both
a
vo
te
cou
ntin
g
an
d
a
com
bin
ed
eff
ect
siz
e
m
eth
od
)
has
bee
n
cond
ucted,
s
howing
that
stu
den
t
i
nvol
vem
ent
in
c
la
ss
act
ivit
ie
s
us
in
g
PBL
pro
vid
es
an
ef
fect
posit
ive
a
nd
s
ta
ti
sti
ca
ll
y
sign
ific
ant
especial
ly
in
the
ap
plica
ti
on
of
thei
r
kn
ow
l
edg
e
[
26
]
.
I
n
add
it
io
n,
PBL
al
so
has
a
si
gnific
ant
ef
fect
on
t
he
le
vel of stu
de
nt
k
no
wled
ge
c
oncer
ning
unde
r
sta
nd
i
ng princi
ples that c
onne
ct
them
to
con
c
epts.
Anothe
r
disti
nc
t
trend
w
hich
was
show
n
from
the
data
ob
ta
ined
is
that
6
th
se
m
est
er
s
tud
e
nts
ar
e
sta
rting
thei
r
init
ia
l
ste
ps
to
cond
uct
resear
ch,
they
are
be
ing
re
quire
d
to
pr
e
par
e
resear
ch
pro
posal
s
f
or
thei
r
final
pro
j
ect
.
T
her
e
fore
t
hey
s
ti
ll
hav
e
no
t
re
cei
ved
hi
gh
pr
essure
f
r
om
the
final
pro
j
ect
t
hey
s
hould
c
om
ple
te
.
Wh
e
reas
st
ude
nts
in
sem
est
er
8
a
re
stu
de
nts
w
ho
a
re
doin
g
resear
ches
,
th
ey
fo
c
us
m
or
e
on
pro
blem
s
that
are
li
near
with
pr
oble
m
s
on
the
top
ic
of
their
r
esearch
st
ud
ie
s
and
they
at
te
m
pt
to
avo
id
a
lt
ern
at
ive
thin
gs
that
will
interfe
re
t
heir
c
oncentrat
ion
.
Ba
sed
on
the
re
searc
h
r
esults,
al
m
os
t
60%
of
st
ud
e
nt
s
at
tem
pt
to
avo
i
d
var
i
ou
s
pro
ble
m
s
that
ca
n
da
m
age
their
co
nc
entrati
on
[
3
]
.
Stud
e
nts
with
a
high
le
vel
of
internal
pr
ess
ure
will
act
ively
be
lookin
g
f
or
m
or
e
the
inf
or
m
at
ion
they
nee
d
an
d
us
e
them
to
so
lve
thei
r
pro
blem
s
and
al
so
try
to
com
plete
t
heir
assig
nm
ents
i
m
m
ediat
el
y
[2
]
.
A
s
the
res
ult,
m
os
t
of
t
hem
are
no
t
t
oo
co
ncerne
d
about
qu
e
sti
on
s
t
hat
are
not
associa
te
d
to
the
dom
ai
n
of
t
heir
res
earch
wh
ic
h
th
ey
are
work
i
ng
on
,
e
ve
n
th
ough
t
he
var
i
ou
s
pr
ob
le
m
s
in
the
ques
ti
on
ha
ve
been
sim
ulate
d
in
their
pr
e
vi
ou
s
s
ta
ti
sti
ca
l
le
arn
ing
act
ivit
ie
s.
Ma
ny
researc
h
resu
lt
s
ha
ve
re
veale
d
that
the
high
intensit
y
of
stud
e
nts
who
pract
ic
e
us
ing
ac
ti
ve
an
d
co
ope
rati
ve
le
arn
in
g
i
n
thei
r
le
ar
ning
will
sh
a
pe
stu
de
nt
confide
nce
a
nd
they
co
ns
id
er
them
sel
ves
gaining
knowle
dg
e
an
d
sk
il
ls
fr
om
the
edu
cat
io
n
the
y
hav
e
gone
t
hro
ugh
an
d
se
e
their
colle
ge
exp
e
riences
a
s
a
us
efu
l
thi
ng
[
27
]
.
This
is
in
acco
rd
a
nce
with
t
he
resu
lt
s
inter
vi
ews
of
seve
ra
l
8
th
se
m
est
er
stud
e
nts
w
ho
hav
e
c
om
pleted
their
researc
h
acc
ordin
g
to
a
pre
de
te
rm
ined
sc
hedule.
St
ud
e
nts
a
re
able
t
o
unde
rstan
d
gen
e
ral
con
ce
pts
i
n
sta
ti
sti
cs
su
c
h
as
underst
and
i
ng
the
m
eaning
of
usi
ng
de
scri
ptiv
e
sta
ti
st
ic
s
and
infe
ren
ti
al
sta
ti
sti
cs
and
al
so
the
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
:
2252
-
8822
In
t.
J
.
Eval
.
&
Re
s
.
E
du
c
.
Vo
l
.
8
, No
.
3
,
Sept
e
m
ber
2019
:
4
6
1
-
4
6
9
466
app
li
cat
io
n
of
bo
t
h
te
ch
nique
s
so
that
in
the
process
of
c
om
ple
ti
ng
the
fi
nal
pro
j
ect
,
it
will
be
easi
er
f
or
them
to
at
ta
ch
the
prob
le
m
s
they
enco
unte
r
.
They
hold
th
ei
r
confide
nce
to
the
con
ce
pts
they
unde
rstan
d
because
they
pro
per
ly
hav
e
well
un
de
rstood
the
m
at
eri
al
ob
ta
ined
durin
g
colle
ge
and
this
is
the
init
ia
l
gro
und
f
or
t
hem
to
set
th
e
righ
t
ste
ps
to
so
lve
the
prob
le
m
s
they
would
fac
e
in
their
re
search
.
(S
tu
de
nt
s’
i
nterv
ie
w,
2018)
.
The
resu
lt
of
t
he
a
naly
zed
of
Stu
den
ts'
res
ponse
quest
io
nn
ai
re
towa
r
d
th
e
us
e
of
PBL
i
n
sta
ti
sti
cal
su
bject
s
that
ha
ve
bee
n
ex
hibi
te
d
in
Table
4.
The
data
dem
on
st
rates
that
m
os
t
of
6
th
an
d
8
th
se
m
est
er
st
ud
e
nt
s
gav
e
a
dece
nt
respo
ns
e.
By
and
la
rg
e
,
of
t
he
6
th
a
nd
8
th
sem
es
te
r
stud
e
nts,
the
dom
inant
res
pons
e
on
the
util
iz
at
ion
of
PBL
was
i
n
th
e
cat
egory
of
Well
.
A
bout
66%
of
both
6
th
sem
est
er
m
a
l
e
and
fem
al
e
s
tud
e
nts
gav
e
their
res
ponse
s
in
t
his
ca
te
gory
,
w
hile
in
the
8
th
sem
est
er
stu
den
ts,
th
e
res
ults
f
or
t
he
well
cat
eg
ory
wer
e
65.7% o
f
m
al
e
stud
e
nts
an
d 5
4.5%
of
fem
al
e
stud
e
nts. A
s
m
al
le
r
nu
m
ber
o
f
st
ud
e
nts
were fou
nd
i
n
the
higher
rati
ng
w
hich
was
the
ver
y
good
cat
eg
ory
.
T
he
ver
y
go
od
cat
egory
perc
entag
e
was
ac
qu
i
red
a
ppr
ox
i
m
at
ely
26%
by
bot
h
m
al
e
and
fem
a
le
fr
om
6
th
sem
est
er
stu
den
ts
and
27.
3%
of
f
e
m
al
e
fr
om
se
m
est
er
8
th
reac
te
d
in
a
si
m
il
ar
cat
ego
ry,
w
hile
m
ale
stud
e
nts
ha
d
j
us
t
20
%
.
H
oweve
r,
the
Poor
cat
eg
ory
te
nd
e
ncy
was
le
anin
g
towa
rd
t
he
8
th
sem
est
er
stude
nts.
T
he
num
ber
was
a
r
ound
14
%
m
al
e
a
nd
18%
fem
ale,
w
hile
6
th
se
m
est
er
stud
e
nts
j
ust
a
dd
e
d u
p
to
7.9
% for
m
al
e and
7
.1
%
for fem
a
le
.
In
ge
ner
al
,
the
res
pons
es
w
hi
ch
we
re
giv
e
n
by
stu
de
nts
to
sta
ti
sti
cal
lear
ni
ng
util
iz
ing
PBL
we
r
e
good
due
to
only
1
2%
of
th
e
aver
a
ge
resul
t
was
sta
ti
ng
a
poor
cat
eg
ory
and
none
of
wh
ic
h
ac
qu
ire
d
B
a
d
cl
assifi
cat
ion
.
This
ind
ic
at
io
n
dem
on
strat
e
s
that
the
us
e
of
PBL
le
ar
ning
pleases
stud
e
nts
due
to
the
eng
a
gem
ent
be
tween
t
hem
and
the
sta
ti
sti
cal
le
arn
in
g
act
ivit
ie
s.
Stu
de
nt
s
get
a
diff
e
re
nt
sta
ti
sti
cal
lear
ni
ng
atm
os
ph
e
re
t
ha
t
was
a
ppli
ed
thr
ough
PBL.
They
feel
the
y
hav
e
a
se
ns
e
of
in
de
pende
nc
e
in
e
xpressi
ng
thei
r
ideas
a
nd
ha
ve
got
the
li
be
rty
to
determ
ine
so
luti
ons
t
o
the
pro
blem
s
they
encou
nter.
The
y
belie
ve
they
ha
ve
a
n
opport
un
it
y
in
c
onveyi
ng
t
heir
t
houghts
a
nd
ha
ve
t
he
opportu
nity
to
de
ci
de
the
a
nswe
rs
f
or
the
issue
s
they
face.
Additi
onal
ly
,
they
are
bound
t
o
ha
ve
a
ro
le
in
a
r
eal
group
sit
ua
ti
on
,
s
o
st
ud
e
nts
reac
h
a
point
of
encou
nterin
g
won
derfu
l
ex
pe
riences
in
le
a
r
ning
sta
ti
sti
cs.
Stud
e
nts
co
nve
ye
d
this
conditi
on
in
the
inter
view
s
that
hav
e
bee
n
cond
ucted.
M
os
t
of
the
stu
den
ts
who
we
re
inter
viewe
d
felt
that
they
wer
e
m
or
e
open
i
n
exp
l
or
i
ng
thei
r
abili
ty
to
so
lv
e
var
io
us
probl
e
m
s
that
had
been
giv
e
n
in
sta
ti
sti
cal
l
earn
in
g.
T
hey
are
ver
y
happy
to
colla
borate,
gi
ving
com
ple
m
ent
to
each
oth
e
r
in
their
gro
up
s
,
fin
d
va
ri
ou
s
s
olu
ti
ons
thr
ough
colla
borati
on
a
nd
use
them
to
so
l
ve
the
pr
oblem
s
they
enc
ounter
.
T
hey
a
lso
c
on
si
der
th
at
the
diff
e
rence
s
i
n
the
so
l
ution
s
t
hat
will
hav
e
be
en
obta
ine
d
f
r
om
each
group
are
nat
ur
al
an
d
they
gi
ve
a
great
ap
pr
eci
at
ion
of
these
diff
e
renc
es (
St
ud
e
nts’ i
nter
view, 2
018
).
So
m
e
researc
he
rs
hav
e
sai
d
t
hat
PBL
has
a
posit
ive
co
ntr
ibu
ti
on
to
le
ar
ning
incl
ud
i
ng;
acce
ss
a
nd
util
isa
ti
on
of
resou
rces,
I
nd
e
pe
nd
e
nt
le
arn
i
ng
s
kill
s,
crit
ic
al
think
in
g
s
kill
s,
sci
entifi
c
proc
ess
sk
il
ls
(obse
rv
i
ng,
cl
assifi
cat
ion
,
m
easur
em
ent,
es
tim
a
ti
on
,
an
d
deducti
on)
,
th
e
capaci
ty
to
work
i
n
co
op
erati
ve
gro
up
s
,
c
omm
un
ic
at
io
n
a
bili
ti
es,
resea
rch
sk
il
ls,
prob
le
m
so
lving
sk
i
l
ls
[
28
]
.
The
ut
il
iz
ation
of
P
BL
in
le
arn
in
g
giv
e
s stud
e
nts
the
pr
act
ic
e
of
probl
e
m
-
so
lvin
g
i
n
wh
ic
h
no
t o
nly
f
ocu
s
on und
e
rstan
ding
the
m
at
erial
bu
t
t
hey
are
al
so
trai
ned
to
a
naly
ze,
eval
uat
e,
an
d
dr
a
w
c
oncl
us
i
on
s
to
find
so
l
u
ti
ons
f
or
the
pro
blem
s
give
n
[
29
]
.
Th
r
ough
the
ap
plica
ti
on
of
PBL
,
stu
de
nts
are
not
sim
ply
at
tem
pting
or
sea
rch
i
ng
f
or
the
c
orrect
sing
le
answer,
ye
t
under
st
ud
ie
s
a
re
pr
e
par
e
d
t
o
as
sess
seve
ral
ch
oices
of
s
olu
ti
on
s
as
al
te
rn
at
ives.
Obviousl
y,
the
so
luti
ons
a
re
acqu
i
red
thr
ou
gh
a
se
rie
s
of
act
ivit
ie
s;
deciph
e
rin
g
iss
ue
s,
gat
her
i
ng
data,
la
stl
y
pe
rceivin
g
d
iffe
re
nt poten
ti
al
so
luti
ons [
30
].
The
pr
ese
nce
of
ge
nu
i
ne
iss
ues
that
fit
the
le
arn
in
g
c
onte
xt
or
c
om
plex
pr
ob
le
m
s
si
m
ulati
on
in
sta
ti
sti
cal
le
arni
ng
util
iz
ing
P
BL
has
e
ncou
r
aged
stu
den
ts
(
in
sm
all
gr
ou
ps)
to
c
oope
rate
to
in
vestigat
e
a
gr
eat
deal
of
kn
ow
le
dg
e
.
Stu
den
ts
a
re
pro
gr
essi
vel
y
dynam
ic
and
creati
ve
in
their
groups,
s
upportin
g
each
othe
r
to
disco
ver
dif
fere
nt
res
ources
t
hat
can
be
util
iz
ed
to
ha
nd
le
the
issues
they
face.
Th
ey
s
ha
re
ne
w
i
nform
at
ion
and
t
og
et
her
r
ecognizi
ng
the
issues,
disco
ve
r
thou
gh
ts
a
nd
f
or
m
ulati
ng
ste
ps
to
s
olv
e
po
s
sible
issues
and
dr
a
w
co
nclu
sio
ns
.
S
uc
h
act
ivit
ie
s
can
encoura
ge
the
im
pr
ove
m
ent
of
stu
de
nts'
creati
ve
think
i
ng
[
31
]
,
an
d
this
can
al
so
be
ut
i
li
zed
as
on
e
of
the
m
edia
to
re
hear
s
e
higher
-
or
der
thi
nkin
g
sk
il
ls
an
d
further
m
or
e
t
o
trai
n
stud
e
nts'
gr
e
ga
rio
us
li
fe,
s
inc
e
genuinely
PB
L
is
on
e
ty
pe
of
co
ns
tr
uctivist
le
arn
in
g
that
c
an
possi
bly
i
m
pro
ve
stud
e
nts'
scien
ce p
ro
ces
s [
32
].
Gen
e
rall
y,
PB
L
as
a
le
ar
ning
a
ppr
oach
ha
s
an
exce
ptio
na
l
char
act
e
risti
c
that
is
util
iz
ing
ge
nuine
issues
as
t
he
tr
igg
e
rs
in
le
ar
ni
ng,
at
that
poi
nt
stu
den
ts
at
te
m
pt
to
so
lve
these
iss
ues
in
sm
a
ll
gr
oups
a
nd
t
he
te
acher
ta
kes
on
his
r
ole
as
a
facil
it
at
or
[
30
]
. I
n
s
pite
of
the
fact
that
stud
en
ts
are
see
m
ing
ly
m
or
e
do
m
inant
in
le
arn
in
g
act
ivi
ti
es,
the
te
ach
e
r
ad
diti
on
al
ly
has
a
si
gn
ific
ant
r
ole
in
gi
vi
ng
a
pr
e
sentat
ion
,
e
nc
oura
gin
g
t
he
le
arn
in
g
proce
ss
and
gua
ran
t
eei
ng
that
the
le
arn
i
ng
pr
ocedur
e
is
go
i
ng
ad
m
irably
.
In
le
arn
i
ng
a
ct
ivit
ie
s
wh
ic
h
PBL is eng
a
ge
d,
the teac
her
i
s a learn
in
g
fac
il
it
at
or
an
d
not
stand
in
g
as a s
ource of s
tu
de
nts'
inf
or
m
at
ion
[
33
].
The
n
f
ollo
we
d
by
t
he
m
os
t
sign
ific
a
nt
assi
gn
m
ent
f
or
a
t
eacher
is
to
guara
ntee
that
the
le
ar
ning
act
ivit
ie
s
happe
n
pr
op
e
rl
y
as
per
t
he
pla
ns
wh
ic
h
ha
ve
init
ia
ll
y
been
r
eadied
[
34
]
.
T
he
obta
ine
d
re
s
ults
from
interviews
that
hav
e
been
condu
ct
e
d
de
m
on
strat
e
that,
at
sever
al
m
e
et
ing
s,
the
re
w
as
an
ind
ic
at
io
n
of
a
weakne
ss
tha
t
Evaluation Warning : The document was created with Spire.PDF for Python.
In
t J
E
val & R
es Educ
.
IS
S
N:
22
52
-
8822
Id
e
ntif
yi
ng
t
he ma
ste
ry
o
f
rese
ar
c
h
stati
sti
cal
concept
by usi
ng p
r
oble
m
-
ba
sed
…
(
Sus
biy
an
t
o
Susb
iy
an
t
o
)
467
e
m
erg
es
w
he
n
the
te
ache
r
facil
it
at
es
sta
t
ist
ic
al
le
arn
ing
util
iz
ing
P
BL.
Ba
sed
on
the
res
ults
of
t
he
inv
est
igati
on,
the
weakness
is in th
e
co
m
m
un
ic
at
ion
buil
t b
y t
he
te
ache
r
to
students.
T
his
is assum
ed
to
be
the
m
ai
n
facto
r
tha
t causes
so
m
e stud
e
nts to
expe
rience
obsta
cl
es in
par
ti
ci
pati
ng in st
at
ist
ic
al
le
arn
i
ng acti
viti
es.
The
qual
it
y
of
com
m
un
ic
at
i
on
am
on
g
te
a
cher
an
d
stu
de
nts
in
le
arn
i
ng
by
util
iz
ing
PBL
is
a
sign
ific
a
nt
pa
rt
since
the
te
acher
is
c
onside
r
ed
as
a
pa
rtne
r
as
well
as
a
m
e
m
ber
whos
e
ro
le
act
iv
el
y
ta
kes
place
d
ur
in
g
t
he
le
arn
i
ng
act
ivit
ie
s
[
36
]
.
T
he
te
acher
has
the
ob
li
gatio
n
to
util
iz
e
gr
eat
cor
res
ponde
nc
e
and
pro
vid
in
g
un
de
rstan
dab
le
fee
db
ac
k
recei
ved
fr
om
stud
ents
.
Fu
rt
her
m
or
e
,
sp
eci
fical
ly
directi
ng
the
le
a
rn
i
ng
act
ivit
ie
s
to
fit
between
the
l
earn
i
ng
plan
a
nd
t
he
pro
gr
es
sing
le
ar
ning
process
[
36
]
.
The
te
ache
r
can
al
te
r
their
r
ole
and
i
nf
l
uen
ce
the
ongoin
g
process
within
the
gro
up,
al
l
rely
ing
upon
the
ex
pe
r
ie
nce
w
hich
is
bein
g
faced
by
the
stud
e
nts.
Im
pr
ov
ing
stu
den
ts
’
i
nvolv
em
ent
in
PBL
re
quires
a
m
or
e
el
evated
am
ou
nt
of
f
re
edo
m
and
sel
f
-
suff
i
c
ie
ncy
[
37
]
.
S
ub
s
eq
ue
ntly
,
the
te
ache
r
le
a
rn
i
ng
an
d
c
om
pr
ehen
sio
n
of
t
he
s
ubj
ect
b
ei
ng
discusse
d
is
sign
i
ficant
[
12
]
.
The
te
acher
will
hav
e
deter
ren
ts
in
facil
it
at
ing
disc
us
sio
ns
an
d
f
ur
t
herm
or
e
in
serv
i
ng
the
iss
ue
with
the
in
vestigat
io
n
tha
t
will
hav
e
be
en
done
by
th
e
stud
ents
.
Thi
s
weakness
wi
ll
be
a
sign
ific
a
nt
no
t
e
fo
r
im
pr
ov
i
ng
sta
ti
sti
cal
l
earn
i
ng
la
te
r
on,
par
ti
cula
rly
fo
r
the
De
par
tm
ent
of
Ph
ysi
cs
Ed
ucati
on in
t
he
Unive
rsity
o
f
Jam
bi.
Nev
e
rtheless
,
t
he
resu
lt
of
re
gr
essi
on
hypothesis
te
st
that
was
us
e
d
t
o
analy
ze
of
pro
blem
-
based
le
arn
in
g
e
ff
ect
on
m
ast
ery
of
resea
rch
sta
ti
sti
cs
in
ge
ne
ral,
it
has
sho
wn
a
posit
ive
e
ff
e
ct
.
Ba
sed
on
t
he
data
pr
ese
nted
in
T
able
5,
PB
L
giv
es
a
n
i
nf
l
uen
c
e
on
th
e
m
ast
e
ry
of
the
sta
ti
sti
cal
con
ce
pt
of
resea
rch
in
se
m
est
er
6
th
stud
e
nts,
wi
th
a
sign
ific
an
ce
value
is
<0.05.
The
co
ntri
bu
ti
on
of
the
PBL
eff
ect
to
the
m
ast
ery
of
re
search
sta
ti
sti
cal
con
c
ept
f
or
m
al
e
st
ud
e
nts
in
6
th
se
m
est
er
is
72
%.
Other
facto
rs
t
hat
co
ntribute
to
the
PBL
e
ff
e
ct
on
m
ast
ery
of
concepts
for
them
ar
e
28%.
Me
anwhil
e,
the
co
ntributi
on
of
th
e
PBL
eff
ect
t
o
m
as
te
ry
of
researc
h
sta
ti
sti
cs
con
cept
for
fem
al
e
stud
e
nts
on
se
m
est
er
6
th
is
67%.
Othe
rs
fa
ct
or
s
that
c
on
t
rib
ute
to
the
e
ff
ect
of
PBL
on
m
ast
ery
of
c
on
ce
pts
f
or
6
th
sem
est
er
fem
al
e
stud
en
ts
are
33%.
A
nothe
r
fact
or
th
at
influ
e
nces
P
BL
on
m
ast
ering
the
con
ce
pt
of
6
th
sem
es
te
r
stud
e
nts
is
that
stud
ents
auto
no
m
ou
sly
to
find
co
ncep
ts
that
the
y
need
to
know
and
a
dap
t
to
the
m
a
in
prob
le
m
s
giv
en
by
the
te
a
cher.
In
acc
ord
ance
with
that
[
16
]
;
on
e
of
th
e
key
su
c
cess
on
PB
L
is
to
facil
it
at
e
the
i
nd
e
pe
ndence
of
stu
de
nt
to
w
ork
t
og
et
her
in
sm
all
groups,
the
pr
oce
ss
will
enr
ic
h
their
kn
ow
le
dg
e
grad
ua
ll
y.
Stud
e
nts'
con
ce
pts
retent
ion
will
be
str
onge
r
S
o
that
t
he
concepts
fou
nd
by
stud
e
nts
will
be i
ntense
to re
m
e
m
ber
.
Table
5
al
s
o
pr
esents
ab
out
P
BL
eff
ect
s o
n
m
ast
ery
of
sta
ti
sti
cal
research
con
ce
pts
f
or
the
stu
de
nt
on
the
8
th
sem
est
e
r.
T
he
res
ults
of
the
analy
sis
pr
ese
nted
i
n
th
e
ta
ble
sh
ow
t
hat
PBL
al
so
i
nf
l
uen
ces
t
he
m
ast
er
y
of
the
sta
ti
sti
cal
con
cept
of
researc
h
in
8
th
se
m
est
er
st
ud
e
nts,
becau
s
e
the
sign
ific
a
nce
value
is
<0.05
.
C
on
tri
bu
ti
on
of
PBL'
s
influ
e
nce
to
the
m
ast
ery
of
c
once
pts
in
the
8
th
sem
es
te
r
m
al
e
stud
e
nts
was
68
%
.
Anothe
r
fact
or
that
con
tri
bu
te
d
to
the
ef
fect
of
PBL
on
m
ast
ery
of
co
nce
pts
in
8
th
sem
est
e
r
m
a
le
stud
ents
was
32%.
The
co
nt
rib
ution
of
PB
L'
s
influ
e
nce
on
m
ast
ery
of
c
on
ce
pts
i
n
8
th
sem
es
te
r
fem
ale
stu
den
ts
wa
s
70%.
Anothe
r
fact
or
that
con
tri
bu
te
d
to
the
ef
fect
of
PBL
on
m
ast
ery
of
co
nce
pts
in
fem
al
e
stud
ents
in
sem
est
er
8
th
was 30
%
. An
ot
her
fa
ct
or
t
hat
has
a
n
in
flue
nc
e o
n st
udents i
n
sem
est
er 8
th
is t
he
prese
nce
of
PBL as a lea
rn
i
ng
m
od
el
fo
r
stu
de
nts
in
sem
ester
8
th
di
rectl
y
t
rains
them
to
fa
m
iliariz
e
them
se
lves
with
gro
up
disc
us
sio
ns
a
nd
to
help
stu
den
t
s
act
ivate
their
pr
i
or
knowle
dge.
In
c
oope
rati
ve
gro
up
w
ork,
eac
h
te
am
m
e
m
ber
is
resp
onsi
ble
no
t
on
ly
f
or
le
arn
i
ng
wh
at
is
ta
ught
bu
t
al
s
o
f
or
assist
in
g
oth
e
r
gro
up
m
e
m
ber
s
to
le
ar
n
an
d
create
s
uccess
within.
It
ca
n
be
sai
d
t
hat
stud
e
nts
le
ar
n
eff
ect
i
vely
w
hen
they
wor
k
co
op
e
rati
vely
.
T
his
rei
nfor
c
es
the
exp
la
natio
n
th
at
was
previ
ou
sly
pr
ese
nted
t
hat
the
PBL
a
ppr
oach
e
na
bles
stud
e
nts
to
ob
ta
in
ef
fecti
ve
sk
il
ls
for
prob
le
m
-
so
lvin
g
t
hro
ugh
va
rio
us
stu
di
es
an
d
e
xperie
nces
i
n
the
ac
cum
ulati
on
of
knowle
dge
t
hro
ugh
le
arn
in
g,
te
am
wor
k,
va
rio
us
su
bject
s
a
nd
discipli
nes
[
38
]
.
So
w
he
n
stu
de
nts
ta
ke
their
f
inal
assignm
ents
as
su
bject
s
that
m
us
t
be
co
m
plete
d
in
their
fi
nal
sem
est
er.
Stud
e
nts
are
use
d
to
s
olv
in
g
var
i
ou
s
pro
blem
s
that
exist ar
ound th
e sub
j
ect
of t
he
ir f
inal
pro
j
ect
.
4.
CONCL
U
SI
O
N
It
ve
ry
well
a
ssu
m
es
that
th
e
Prob
le
m
Ba
sed
Lea
r
ning
that
has
bee
n
app
li
ed
in
t
he
subj
e
ct
of
sta
ti
sti
cs
at
the
De
par
tm
ent
of
P
hysic
s
Ed
uc
at
ion
in
the
Un
i
ver
sit
y
of
Jam
bi
con
trib
ut
es
to
the
ca
pa
ci
ty
of
stud
e
nts
to
m
ast
er
sta
ti
sti
cal
con
ce
pts.
For
the
6
th
s
em
ester
m
al
e
stud
en
ts,
72%
c
on
t
ribu
ti
on
of
the
PBL'
s
eff
ect
on
th
e
m
ast
ery
of
the
sta
ti
sti
cal
concepts
was
obta
ined.
Diff
e
re
nt
with
the
pe
rcen
ta
ge
wh
ic
h
was
ob
ta
ine
d
by
t
he
6
th
se
m
est
er
fe
m
al
e
stud
ents
that
are
67
%.
Me
anwhil
e,
for
the
8
th
se
m
ester
m
al
e
stud
en
ts,
the
per
ce
ntage
of
t
he
ef
fect
of
P
BL
on
t
he
m
as
te
ry
of
the
sta
ti
sti
cal
con
cept
s
was
68
%
a
nd
con
t
rib
uted
70%
f
or
the
8
th
sem
est
er
fem
al
e
stud
e
nts.
T
hese
outc
om
es
dem
on
strat
e
that
there
i
s
an
im
pact
of
PBL
on
t
he
m
ast
ery
of
the
resea
rc
h
sta
ti
sti
cs
co
ncep
t
with
a
s
ign
ific
a
nce
val
ue
of
<0
.05.
S
tud
e
nts
a
re
not
only
trai
ne
d
to
get
answers
within
the
le
arn
in
g
proces
s
but
m
or
e
e
m
ph
asi
s
on
how
they
obta
i
n
the
an
swe
rs
thr
ough
a
sci
entifi
c
appr
oach
they
us
e.
T
he
le
vel
of
stu
de
nts'
know
le
dg
e
ca
n
be
identifie
d
th
r
ough
a
var
ie
ty
of
s
olu
ti
ons
th
ey
find
to
so
l
ve
the
pro
blem
s.
Each
an
d
eve
ry
le
arn
i
ng
proces
s
they
ex
per
ie
nce,
gr
a
dual
ly
en
han
ce
t
heir
sel
f
-
confide
nce,
process
abili
ti
es,
crit
ic
al
think
i
ng
s
kill
s,
and
high
-
orde
r
thin
king
sk
il
ls.
Th
e
te
a
m
wo
rk
w
hich
is
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
:
2252
-
8822
In
t.
J
.
Eval
.
&
Re
s
.
E
du
c
.
Vo
l
.
8
, No
.
3
,
Sept
e
m
ber
2019
:
4
6
1
-
4
6
9
468
ap
plied i
n
sta
ti
sti
cal
learning
util
iz
ing
PBL a
ccult
ur
at
es st
udents t
o
li
ve
re
sp
ect
ively
in
g
rou
ps
, r
e
sp
ect
i
ng
a
nd
helping
one
a
nothe
r.
This
t
urns
i
nto
t
he
res
ult
f
or
them
to
do
t
he
fi
nal
pro
j
ect
.
Since
the
help
of
as
s
ociat
es
m
akes a no
te
w
or
t
hy co
m
m
i
t
m
ent in
hel
ping the
co
m
pleti
on of t
he
stu
de
nts'
f
inal p
r
oj
e
ct
.
Alm
os
t
88
%
of
stu
de
nts
gi
ve
a
dece
nt
re
act
ion
t
o
the
util
iz
at
ion
of
PBL
in
sta
ti
stical
le
arn
i
ng.
Howe
ver,
ina
dequate
c
omm
un
ic
at
ion
ad
ver
sa
ry
af
fects
le
arn
in
g
act
i
viti
es.
It
te
nd
s
to
be
presc
ribe
d
to
u
ni
ver
sit
ie
s
to
encour
a
ge
te
acher
c
om
petency
i
m
pr
ovem
ent
thr
ough
pi
eces
of
trai
ni
ng,
pa
rtic
ularl
y
fo
r
su
bject
s
t
hat
inclu
de
PBL
in
them
.
Moreov
er,
c
onside
r
th
e
util
iz
at
ion
of
The
Lear
ning
and
Stu
dy
Stra
te
gies
Inve
nto
ry (
L
A
SSI)
to
s
upport
the u
ti
li
zat
ion
o
f
PBL
act
ualiz
ed
by
the
te
acher
in r
esea
rch
sta
ti
sti
cs
cours
es.
I
n
add
it
io
n
to
ass
essing
t
he
im
p
act
of
p
r
ogram
interve
ntio
ns
o
n
overall
stu
de
nts'
resu
lt
s,
th
is
strat
egy
can also
be
us
e
d
to
hel
p
st
ud
e
nts
unde
rst
and
the
m
at
eri
al
easi
ly
so
tha
t
it
can
s
upport
t
he
c
om
pleti
on
of
th
ei
r
these
s.
T
his
ste
p
can
be
re
vi
ewed
f
urt
her,
especial
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to
so
lve
the
cl
assi
c
prob
le
m
of
r
edu
ci
ng
t
he
nu
m
ber
of
stu
dent
s
who
will
postp
on
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gr
a
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