The Impact of Discovery Learning and Problem-Based Learning on the Autonomous Learning of Middle School Students
Abstract
self-regulated learning. Two learning, discovery learning and problem-based learning, were compared. The research subjects were seventhgrade students from a middle school in Dali County, Shaanxi Province. Data were collected mathematics achievement tests and self-regulated
learning questionnaires. Through unbalanced two-way analysis of variance, the following conclusions were drawn: (1) Discovery learning
mode was found to be effective than problem-based learning; (2) The achievement of high self-regulated learners was significantly better than
that of low and medium-level learners; (3) In discovery, high self-regulated learners performed better, whereas in problem-based learning,
there was no significant difference in achievement between high and medium-level learners; (4) For high-regulated learners, discovery learning was more effective, while low and medium-level learners performed similarly in both modes.
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DOI: http://dx.doi.org/10.70711/wef.v4i6.10210
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