The Effect of PBL on Achievement In Relation To GPA For Pre-Service Computer Teachers
Abstract: The purpose of this study was to investigate the effect of project-based learning (PBL) on achievement in relation to students’ college cumulative grade point average for pre-service student teachers in the field of computer education. In addition, it investigated whether high school grade point average was a predictor of students’ performance after three years in college. The data was analyzed using SPSS software Statistical Package. The statistical analysis ANOVA (P=0.05), indicated that students at different levels of academic performance did not differ in academic achievement. Additionally, Pearson r (P=0.05), conducted to investigate the relationship between HS-GPA and CC-GPA, did not show any significant correlation. This demonstrated that within a PBL environment the difference in students’ CC-GPA did not affect achievement in the course. Furthermore, when students learn in a curriculum-centered system, GPAs are not a good predictor of how well they will perform in college.
Presider: Edwin Lim, Hwa Chong Institution (College Section)