Influences of Problem-Based Online Learning on the Learning Outcomes of Learners
Keywords:Online teaching, Teaching mode, Learning outcome, Paired sample T-test, Independent sample T-test
Abstract—Influenced by the COVID-19 pandemic, online learning has become a major learning mode for most university students in China. For high-quality online teaching, teachers must optimize the teaching mode and strengthen the enthusiasm of students in classroom learning. In this study, a comparative experiment was carried out based on the course Cross-border E-commerce Customer Services for sophomore E-commerce majors at Huanghuai University in Zhumadian City, Henan Province, China. In the experiment, the teaching effect of the problem-based learning (PBL) mode in higher education was verified and gender differences in learning outcomes of learners who accepted PBL were analyzed. Results showed a significant difference at the 0.01 level between pre- and post-test results of the experimental group (t=−11.367, p=0.000), proving the teaching effect of PBL. The academic performances of the experimental class are significantly better compared with those of the control class, indicating that PBL is more beneficial to improve learning outcomes of students than traditional teaching methods. Gender has significant influences on post-test results at the 0.01 level (p=0.002<0.01). The median of final exam scores of male students is obviously higher than that of female students. Research conclusions can provide important references to test the effectiveness of PBL in learning outcomes of a specific subject, construct a PBL mode that can promote deep learning, and facilitate development of university teaching from knowledge teaching to core quality training of students.
How to Cite
Copyright (c) 2022 Chi Zhang
This work is licensed under a Creative Commons Attribution 4.0 International License.
The submitting author warrants that the submission is original and that she/he is the author of the submission together with the named co-authors; to the extend the submission incorporates text passages, figures, data or other material from the work of others, the submitting author has obtained any necessary permission.
Articles in this journal are published under the Creative Commons Attribution Licence (CC-BY What does this mean?). This is to get more legal certainty about what readers can do with published articles, and thus a wider dissemination and archiving, which in turn makes publishing with this journal more valuable for you, the authors.
By submitting an article the author grants to this journal the non-exclusive right to publish it. The author retains the copyright and the publishing rights for his article without any restrictions.
This journal has been awarded the SPARC Europe Seal for Open Access Journals (What's this?)