Understanding Middle School Students’ Self-Efficacy and Performance in a Technology-Enriched Problem-Based Learning Program: A Learning Analytics Approach

Abstract

Teachers interested in implementing problem-based learning (PBL) in classrooms encounter many challenges. Research suggests learning analytics (LA) can provide insights into students’ problem-solving process and offer teachers valuable information about when to provide necessary scaffolding. Yet, LA research in K-12 is lacking. There is also a need to explore how K-12 students’ self-efficacy may impact their problem-solving performance and learning behaviors. This study examined 418 middle school students’ self-efficacy, their learning performance and behavioral patterns after using a multimedia-enriched PBL program, and explore the relationships among these factors. Using a mixed-methods design, this study showed students’ different levels of self-efficacy were correlated with their success rates in solving problems. Students with higher self-efficacy used more appropriate tools at the appropriate times than students with lower self-efficacy. Students’ different levels of content knowledge also play a role in how students determine when and what tools to use to facilitate their problem-solving.