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PROBLEM-BASED LEARNING AND ITS INFLUENCE ON COLLEGE
PREPARATION KNOWLEDGE, MOTIVATION, & SELF-EFFICACY IN HIGH
SCHOOL STUDENTS.
by
Marcelo F. Vazquez
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
August 2008
Copyright 2008 Marcelo F. Vazquez
Object Description
| Title | Problem-based learning and its influence on college preparation knowledge, motivation, & self-efficacy in high school students |
| Author | Vazquez, Marcelo F. |
| Author email | mvazquez2@cslanet.calstatela.edu; mfvazque@usc.edu |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2008-05-12 |
| Date submitted | 2008 |
| Restricted until | Unrestricted |
| Date published | 2008-08-27 |
| Advisor (committee chair) | Keim, Robert |
| Advisor (committee member) |
De La Rosa, Mari Luna Venegas, Kristan |
| Abstract | Data indicates that the college-going rates for first-generation college going students, typically from underrepresented populations, lag far behind the rates of non-underrepresented populations. While various types of academic outreach programs designed to increase the college-going rates have been funded by state and federal resources, college going rates of first-generation college going students still lag behind. Using 9th graders from a Los Angeles high school, this study investigated the effects of problem-based learning (PBL) on the delivery of college preparation information.; Thirty three 9th grade students from a Los Angeles area high school participated in the study. Students were placed in three different delivery modes of college preparation information; problem-based learning, outreach service, and college center access. Through the student responses on the General Perceived Self-Efficacy Scale, Motivated Strategies for Learning Questionnaire (MSLQ), and guided-journal assignments, data was analyzed on problem-based learning's influence on self-efficacy, motivation, and knowledge, as they relate to college preparation.; Quantitative and qualitative analysis found that generally, problem-based learning did lead to increases in motivation and self-efficacy in college preparation as compared to outreach and college center services. College preparation knowledge results indicate equal effectiveness amongst all three deliveries of college preparation.; As university admissions standards and requirements become more stringent and competitive, secondary students need to prepare earlier. PBL represents a tool that can positively influence the early college preparation of first-generation college students. |
| Keyword | college preparation; problem-based learning; PBL; high school students; Latino high school students |
| Geographic subject (city or populated place) | Los Angeles |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m1582 |
| Rights | Vazquez, Marcelo F. |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | http://www.usc.edu/isd/libraries/services/ask_a_librarian/email/ |
| Filename | etd-Vazquez-2213 |
| Archival file | uscthesesreloadpub_Volume40/etd-Vazquez-2213.pdf |
Description
| Title | Page 1 |
| Full text | PROBLEM-BASED LEARNING AND ITS INFLUENCE ON COLLEGE PREPARATION KNOWLEDGE, MOTIVATION, & SELF-EFFICACY IN HIGH SCHOOL STUDENTS. by Marcelo F. Vazquez A Dissertation Presented to the FACULTY OF THE ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION August 2008 Copyright 2008 Marcelo F. Vazquez |
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