Modified PBL Approaches in Nursing English Pedagogy and Their Impacts on Student’s Achievement, Learning Strategies and Motivation


  • WEI-CHIEH WAYNE YU Chang Gung University of Science & Technology
  • CHUN-FU Charlie LIN National Formosa University
  • JENNY WANG National Formosa University
  • MEI-HSIN HO Chang Gung University of Science & Technology



Constructivist learning, Problem-based learning (PBL), Blended problem-based learning (B-PBL), ICT, Self-regulated learning, Motivation orientation


Successful learning often lies in a defined philosophy of social factors that operate in the framework of individual experience. Constructivism, or constructivist learning has been a philosophical shift in the educational psychology. Problem-based learning (PBL) is a prime example of social constructivism. This quasi-experimental study investigated traditional lecture instruction, PBL, and blended problem-based learning (B-PBL) on students’ academic achievement, motivation orientation, and use of learning strategies. Positive results for the field of education and B-PBL environments have indicated the need for changes in higher education course design. This study also indicates that a combination of factors for instructing course curricula may be extremely beneficial and essential to consider before designing a course. With findings from the study revealing significantly positive results from the B-PBL group over the PBL group and the Traditional group, its impacts on academic achievement and self-regulation should not be overlooked.

Author Biographies

WEI-CHIEH WAYNE YU, Chang Gung University of Science & Technology

Department of Nursing & Chronic Diseases & Health Promotion Research Center

CHUN-FU Charlie LIN, National Formosa University

Department of Applied Foreign Languages

JENNY WANG, National Formosa University

Department of Applied Foreign Languages

MEI-HSIN HO, Chang Gung University of Science & Technology

Department of Nursing


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How to Cite

YU, W.-C. W., LIN, C.-F. C., WANG, J., & HO, M.-H. (2014). Modified PBL Approaches in Nursing English Pedagogy and Their Impacts on Student’s Achievement, Learning Strategies and Motivation. Advances in Social Sciences Research Journal, 1(5), 198–212.