Reconceptualizing learning through TPACK-driven problem-based learning: The role of self-regulated learning in enhancing problem-solving skills
TL;DR
The findings demonstrate that the effectiveness of TPACK-driven problem-based learning is contingent upon students’ self-regulated learning, and is particularly effective for students with high SRL but less optimal for those with low SRL.
Abstract
This study aims to examine the effect of a TPACK-driven Problem-Based Learning (PBL) model on students’ problem-solving ability and to investigate the role of self-regulated learning (SRL) as a contributing factor within technology-enhanced learning environments. The study addresses the gap in understanding how instructional design and learner internal regulation interact in improving higher-order thinking skills. Methodology: A quantitative quasiexperimental design with a pretest–posttest control group was employed. The participants consisted of 106 undergraduate students divided into an experimental group (n = 50), which received TPACK-driven PBL integrated with SRL strategies, and a control group (n = 56), which was taught using conventional PBL. Data were collected using validated instruments measuring problem-solving ability and self-regulated learning. Statistical analyses included descriptive statistics, independent samples t test to ensure baseline equivalence, and Analysis of Covariance (ANCOVA) to determine treatment effects, with pretest scores as covariates. Effect size was calculated using partial eta squared (η²). Results: The results indicated that the covariate (pretest scores) was not statistically significant (F = 0.495, p = .483, η²p = 0.005), suggesting that initial differences in problem-solving ability did not significantly influence post-test outcomes. A significant main effect of the learning model was found (F = 6.206 p = .014, η²p = 0.058), with students in the TPACK-driven PBL group achieving higher mean scores (M = 81.78) than those in the control group (M = 77.03). Additionally, self-regulated learning had a significant effect on problem-solving ability (F = 21.035, p = < .001, η²p = 0.172), where students with high SRL (M = 83.79) outperformed those with low SRL (M = 75.03). Importantly, a significant interaction effect between the learning model and SRL was observed (F = 26.579, p = < .001, η²p = 0.208). Students with high SRL in the TPACK-driven PBL group achieved the highest performance (M = 91.07), whereas those with low SRL showed substantially lower performance (M = 72.49), indicating that the effectiveness of the instructional model depends on students’ self-regulation levels. Conclusions: The findings demonstrate that the effectiveness of TPACK-driven problem-based learning is contingent upon students’ self-regulated learning. The model is particularly effective for students with high SRL but less optimal for those with low SRL. Therefore, integrating structured SRL support into instructional design is essential to maximize learning outcomes and ensure more equitable benefits across learners.