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Efficiency of Task Based Learning and Traditional Teaching on Self-regulated Education
The shift from behaviourism to cognitivism in educational physiology has replaced an increasing responsibility on learners for their own learning and self regulated learning has become a frequent area of educational research. In this context, the study conducted a Quasi-Experiment to examine the efficiency of task-based learning (TBL) and traditional instructional approaches on various facets of students self regulated education, including motivation and learning strategies with help of MSLQ. Participants included 61 Periyar University PG students from 2 Intact classes (TBL&non-TBL) Instructed by the same environmental economics teacher. Non-TBL group with teacher-centred, text bookoriented traditional instruction; they taught the experimental group with task based learning in which students worked with ill-structured problems. Results revealed that TBL students had higher levels of intrinsic goal orientation, task value, use of elaboration learning strategies, critical thinking, metacognitive self-regulation, effort regulation and peer learning compared with control-group students.
Keywords
Task Based Learning, Problem Based Learning, Self Regulation, Motivated Strategies Learning Questionnaire(MSLQ)
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