Investigating effects of problem-based versus lecture-based learning environments on student motivation

This study examines the effects of two learning environments (i.e., problem-based learning [PBL] versus lecture-based [LB] environments) on undergraduates’ study motivation. Survey results demonstrated that PBL students scored higher on competence but did not differ from LB students on autonomous motivation. Analyses of focus groups further indicated that active learning aspects, such as collaboration are perceived as motivating. However, controlling elements (i.e., mandatory presence) and uncertainty (i.e., in selecting the correct and sufficient literature) were described as detrimental for students’ motivation. In conclusion, PBL does not always seem to lead to higher intrinsic motivation. It is therefore crucial to build in the right amount of structure in learning environments and balance controlling elements versus autonomy, even in learning environments that are intended to be motivating for students.

Research highlights
► Motivation is investigated in lecture-based (LB) and problem-based learning (PBL).
► No differences were found on autonomous and controlled motivation.
► PBL students had higher perceptions of competence compared to LB students.
► PBL students perceived an imbalance between controlling elements and autonomy.
► Learning environments should provide the right amount of structure.