The effect of problem-based learning on self-directed learning, academic achievement, academic satisfaction, and attitude towards PBL among fifth grade elementary school students in experimental science lessons
The present study was conducted with the aim of investigating the effect of problem-based learning on self-directed learning, academic achievement, academic satisfaction, and attitude towards PBL of fifth-grade elementary school students in the experimental science course. The research method was quantitative in terms of approach, applied in terms of purpose, and quasi-experimental in nature. The statistical population of the study included all fifth-grade male elementary school students in the Nazlu educational district of Urmia, 320 people, who were selected by cluster random sampling. To collect data, the Kim Problem-Based Learning Satisfaction Questionnaire and Lent et al.'s Academic Satisfaction Questionnaire; Fisher et al.'s Self-Directed Learning Student Learning Assessment Questionnaire; Jagannathan et al.'s Knowledge, Perception, and Attitude on Problem-Based Learning Questionnaire; and Alper's Attitude on Problem-Based Learning Questionnaire were used. To examine the validity of the questionnaires, the opinions of the professors of the Department of Educational Sciences at the University of Tabriz were used, and Cronbach's alpha was used for their reliability. To analyze the first, third, and fourth hypotheses of the study, multivariate analysis of covariance was used, and the second hypothesis was analyzed using univariate analysis of covariance. The data were analyzed using SPSS27 software. The results showed that problem-based learning has an effect on self-directed learning, academic achievement, academic satisfaction, and attitude toward PBL of fifth-grade elementary school students in the experimental science course. This method has significant and positive effects on their average learning
tahmasebzadeh sheikhlar, D. , Mahmoodi, F. , Pourshams, E. and Beheshti, H. (2026). The effect of problem-based learning on self-directed learning, academic achievement, academic satisfaction, and attitude towards PBL among fifth grade elementary school students in experimental science lessons. Journal of Curriculum Research, 16(1), 30-1. doi: 10.22099/jcr.2026.8760
MLA
tahmasebzadeh sheikhlar, D. , , Mahmoodi, F. , , Pourshams, E. , and Beheshti, H. . "The effect of problem-based learning on self-directed learning, academic achievement, academic satisfaction, and attitude towards PBL among fifth grade elementary school students in experimental science lessons", Journal of Curriculum Research, 16, 1, 2026, 30-1. doi: 10.22099/jcr.2026.8760
HARVARD
tahmasebzadeh sheikhlar, D., Mahmoodi, F., Pourshams, E., Beheshti, H. (2026). 'The effect of problem-based learning on self-directed learning, academic achievement, academic satisfaction, and attitude towards PBL among fifth grade elementary school students in experimental science lessons', Journal of Curriculum Research, 16(1), pp. 30-1. doi: 10.22099/jcr.2026.8760
CHICAGO
D. tahmasebzadeh sheikhlar , F. Mahmoodi , E. Pourshams and H. Beheshti, "The effect of problem-based learning on self-directed learning, academic achievement, academic satisfaction, and attitude towards PBL among fifth grade elementary school students in experimental science lessons," Journal of Curriculum Research, 16 1 (2026): 30-1, doi: 10.22099/jcr.2026.8760
VANCOUVER
tahmasebzadeh sheikhlar, D., Mahmoodi, F., Pourshams, E., Beheshti, H. The effect of problem-based learning on self-directed learning, academic achievement, academic satisfaction, and attitude towards PBL among fifth grade elementary school students in experimental science lessons. Journal of Curriculum Research, 2026; 16(1): 30-1. doi: 10.22099/jcr.2026.8760
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