The effect of virtual learning environments designed according to problem-based learning approach to students' success, problem-solving skills, and motivations

The aim of the study is to reveal the effect of virtual learning environments designed according to the problem-based learning approach on 7th-grade students' academic achievement, problem-solving skills, and motivation in science class. In this context, a mixed-methods research design combining both quantitative and qualitative research methods has been adopted. In the quantitative dimension of the study, the pre-test post-test experimental group design was used, and in the qualitative dimension, case study method was used to examine the quantitative findings in further detail. The study group consisted of 68 7th-grade students attending a secondary school in Elazığ in the 2018-2019 school year. The study group was selected employing the purposeful sampling method, which is one of the random sampling strategies. The experimental group experienced the problem-based learning approach in a virtual environment; whereas, the control group has an equitable problem-based learning experience in a physical classroom setting. The experimental group and the control group consisted of 35 and 33 individuals, respectively. Eight students from the experimental group participated in the qualitative dimension of the study on a voluntary basis. In the study, the data were collected using problem-solving skill measurement tests, academic achievement test, motivation questionnaire, and semi-structured interview form. Both quantitative and qualitative analysis methods were used to analyze the data. As a result of the research, based on the analysis of quantitative data; when the post-tests of the experimental and control groups were taken into consideration, it was seen that the virtual learning environment designed according to problem-based learning approach was effective in increasing the academic achievement and problem solving skills of the experimental group students compared to the control group students. However, the findings obtained from the motivation questionnaire indicated that the motivation of the experimental and control groups did not differ significantly. The distribution of the post-test academic achievement scores of the experimental and control groups according to the cognitive domain steps were examined. As a result, it was observed that the experimental group students had higher averages than the control group students in all the stages of "knowledge, comprehension, application, analysis and evaluation". In addition, in all the problem solving stages such as recognizing the problem, identifying the sources of the problem, developing solutions to the problem, detecting the verifiers and testing the solutions, the results of the experimental group students were higher than the average of the students of the control group. Based on the results obtained from the qualitative dimension of the study, it was seen that the experimental group students expressed positive opinions about the virtual learning environment designed according to problem-based learning approach to make lessons more fun and to connect them to real life. Concerning the activities, it was concluded that students mostly had positive opinions about the opportunity to discuss their views and increase their ability to make comments. In addition, the students think that the problem solving skills are improved through the activities. It was seen that the group views were positive when using the virtual learning environment, as it allowed the students to exchange ideas. However, too many off-topic comments bothered them. Keywords: Problem Based Learning, Virtual Learning, Academic Success, Motivation, Problem Solving Skills