@article{YU_LIN_WANG_HO_2014, title={Modified PBL Approaches in Nursing English Pedagogy and Their Impacts on Student’s Achievement, Learning Strategies and Motivation}, volume={1}, url={https://journals.scholarpublishing.org/index.php/ASSRJ/article/view/510}, DOI={10.14738/assrj.15.510}, abstractNote={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.}, number={5}, journal={Advances in Social Sciences Research Journal}, author={YU, WEI-CHIEH WAYNE and LIN, CHUN-FU Charlie and WANG, JENNY and HO, MEI-HSIN}, year={2014}, month={Sep.}, pages={198–212} }