Exploring Engagement and Efficacy in Secondary English Education in China: A Problem-Based Social Constructivism Approach
DOI:
https://doi.org/10.17507/jltr.1503.23Keywords:
problem-based learning, social constructivism, secondary students, engagement, self-efficacyAbstract
The English learning environment, both online and offline, can be improved through the implementation of effective pedagogical approaches. In response to secondary education needs, it is critical to establish comparable curriculum paradigms that address the knowledge acquisition gap and psychometric variation. This study aims to promote student engagement and self-efficacy in English education by implementing a problem-based learning (PBL) approach integrated with social constructivism (SC). A t-test and a correlation test were used in a single-group quasi-experiment with 45 participants. The results of paired samples t-tests show a significant difference in engagement (M = 4.78, SD = 2.95, p = .001, p < .05) and self-efficacy (M = 6.49, SD = 16.59, p = .01). Admittedly, both cognitive engagement and social engagement enhance grammatical and textual competence efficacy dramatically, leading to a spectacular improvement. After controlling for the pre-test, a correlation between engagement and efficacy remains significant (r (43) = -0.40, p = .01). In conclusion, the combination of PBL with SC education has demonstrated remarkable effectiveness in facilitating English language learning, meeting the needs of secondary education teenagers, whether in a physical classroom or engaging through online platforms.
References
Amineh, R. J., & Asl, H. D. (2015). Review of constructivism and social constructivism. Journal of Social Sciences, Literature and Languages, 1(1), 9–16. https://www.semanticscholar.org/paper/Review-of-Constructivism-and-Social-Constructivism-Amineh-Asl/38903f4a7255496f75124d639e14e9b810c17370 (Retrieved on 12/12/2022)
Batubara, M. H., & Mahardhika, M. G. S. (2020). An analysis on students’ difficulties in changing active to passive voice. Jurnal As-Salam, 4(1), 61–78. https://doi.org/10.37249/as-salam.v4i1.175
Chen, C. M., Wang, J. Y., & Zhao, R. H. (2022). An effective method for incentivizing groups implemented in a collaborative problem-based learning system to enhance positive peer interaction and learning performance. Interactive Learning Environments, 30(3), 1–20. https://doi.org/10.1080/10494820.2019.1663435
Chien, S., & Hwang, G. (2022). A question, observation, and organisation‐based SVVR approach to enhancing students’ presentation performance, classroom engagement, and technology acceptance in a cultural course. British Journal of Educational Technology, 53(2), 229–247. https://doi.org/10.1111/bjet.13159
Chinese Ministry of Education. (2001). Gāozhōng kèchéng fāng'àn hé kèchéng biāozhǔ [High School Curriculum Plan and Curriculum Standards]. Chinese Ministry of Education. http://www.edu.cn/20180117/324939.shtml (Retrieved on 12/12/2022)
Fredricks, J. A., Wang, M. Te, Schall Linn, J., Hofkens, T. L., Sung, H., Parr, A., & Allerton, J. (2016). Using qualitative methods to develop a survey measure of math and science engagement. Learning and Instruction, 43(1), 5–15. https://doi.org/10.1016/j.learninstruc.2016.01.009
Ge, S., Leng, C. H., & Nizam Shaharom, M. S. (2022). The effect of students’ readiness and achievement in online learning integrates problem-based learning pedagogy during the COVID-19 pandemic. International Journal of Chinese Education, 11(3), 1-11. https://doi.org/10.1177/2212585X221144901
Granle Jr., K. I. (2022). Beyond the socratic method: Exploring alternative theories in legal education. Scholars International Journal of Law, Crime and Justice, 5(1), 22–29. https://doi.org/10.36348/sijlcj.2022.v05i01.004
Kristianto, H., & Gandajaya, L. (2022). Offline vs online problem-based learning: a case study of student engagement and learning outcomes. Interactive Technology and Smart Education, 20(1), 106–121. https://doi.org/10.1108/ITSE-09-2021-0166
Lee, J. (2022). Problem-based gaming via an augmented reality mobile game and a printed game in foreign language education. Education and Information Technologies, 27(1), 743–771. https://doi.org/10.1007/s10639-020-10391-1
Lin, T. J. (2021). Multi-dimensional explorations into the relationships between high school students’ science learning self-efficacy and engagement. International Journal of Science Education, 43(8), 1193–1207. https://doi.org/10.1080/09500693.2021.1904523
Lonergan, R., Cumming, T. M., & O’Neill, S. C. (2022). Exploring the efficacy of problem-based learning in diverse secondary school classrooms: Characteristics and goals of problem-based learning. International Journal of Educational Research, 112(1), 1–11. https://doi.org/10.1016/j.ijer.2022.101945
Margolis, A. A. (2020). Zone of proximal development, scaffolding and teaching practice. Cultural-Historical Psychology, 16(3), 15–26. https://doi.org/10.17759/chp.2020160303
Muna Aljohani. (2017). Principles of “Constructivism” in foreign language teaching. Journal of Literature and Art Studies, 7(1), 1–5. https://doi.org/10.17265/2159-5836/2017.01.013
Musenze, I. A., Mayende, T. S., Kalenzi, A., & Namono, R. (2022). Perceived organizational support, self-efficacy and work engagement: testing for the interaction effects. Journal of Economic and Administrative Sciences, 38(2), 201–228. https://doi.org/10.1108/jeas-08-2020-0141
Polit, D. F., & Beck, C. T. (2006). The content validity index: Are you sure you know what’s being reported? Critique and recommendations. Research in Nursing & Health, 29(5), 489–497. https://doi.org/10.1002/nur.20147
Purswell, K. E., & Ray, D. C. (2014). Research with small samples: Considerations for single case and randomized small group experimental designs. Counseling Outcome Research and Evaluation, 5(2), 116–126. https://doi.org/10.1177/2150137814552474
Sedighi, F., Alavi, S., & Samani, S. (2004). Developing a foreign language learning self-efficacy scale for Iranian students. Journal of Social Sciences and Humanities of Shiraz University, 21(40), 94–101. https://www.sid.ir/paper/13336/en (Retrieved on 12/12/2022)
Sousa, M. J., & Costa, J. M. (2022). Discovering entrepreneurship competencies through problem‐based learning in higher education students. Education Sciences, 12(3), 1–11. https://doi.org/10.3390/educsci12030185
Xu, Y., Liu, D., & Tang, D. (2022). Decent work and innovative work behaviour: Mediating roles of work engagement, intrinsic motivation and job self‐efficacy. Creativity and Innovation Management, 31(1), 49–63. https://doi.org/10.1111/caim.12480
Yan, L., Whitelock-Wainwright, A., Guan, Q., Wen, G., Gašević, D., & Chen, G. (2021). Students’ experience of online learning during the COVID-19 pandemic: A province-wide survey study. British Journal of Educational Technology, 52(5), 2038–2057. https://doi.org/10.1111/bjet.13102
Yew, E. H. J., & Goh, K. (2016). Problem-based learning: An overview of its process and Impact on learning. Health Professions Education, 2(2), 75–79. https://doi.org/https://doi.org/10.1016/j.hpe.2016.01.004
Yusup, F. (2018). Uji validitas dan reliabilitas. Jurnal Tarbiyah: Jurnal Ilmiah Kependidikan, 7(1), 17–23. https://doi.org/10.18592/tarbiyah.v7i1.2100
Zuo, M., Ma, Y., Hu, Y., & Luo, H. (2021). K-12 students’ online learning experiences during COVID-19: Lessons from China. Frontiers of Education in China, 16(1), 1–30. https://doi.org/10.1007/s11516-021-0001-8.
