Web-mediated problem-based learning and computer programming: Effects of thinking style on academic achievement and attitude

Abstract

The present study aims to investigate the effect of the thinking styles on students' attitudes toward problem based learning, web based learning and academic achievement within an online problem-based learning environment. In this study, a single-factor, pre-test post-test single group and semi empirical pattern was utilized. The study was conducted on 41 students from a public university in Turkey. To implement problem-based learning activities, a teaching environment was designed with the Moodle platform, allowing for group work and discussions. Six status of the problems were prepared exclusively for the 10-week application period so that students could make suggestions about how to solve them. In the data collection phase, the Scale of Thinking Styles, the Attitude toward Problem Based Learning Scale, the Attitude toward Web Based Learning Scale, and the Academic Achievement Test were employed. T-test and covariance analyses were carried out in the statistical analysis phase. According to the findings of the present study, the Elaborator, and the Extrovert students have a more positive view of problem based learning than the Integrator and the Introvert students. Furthermore, the Elaborator and the Innovative students have a more positive view of web based learning than the Integrator and the Traditionalist students. Moreover, it was determined that the Elaborator and the Innovative students were more successful than the Integrator and the Traditionalist students. As a result, students' thinking styles are related to attitude and academic achievement.