Abstract

Decision-based learning (DBL; Plummer, Swan, & Lush, 2017) addresses the difficulty that professors may have when teaching their expertise to their students. The purpose of this study was to understand the perspectives of professors and students implementing DBL in a Peruvian university. Professors at a Peruvian university implemented the DBL pedagogy in their classes. The research questions were (a) how effectively can professors in a Peruvian university implement DBL, (b) what benefits and challenges do professors perceive from implementing DBL, and (c) how did using DBL as a homework strategy affect student learning? We collected 74 implementation videos, 42 professor surveys, 5 professor interviews, 34 student surveys, 2 student interviews, and we performed an independent samples t test to explore if DBL influenced student academic achievement. Professors implemented the pedagogy at a 72% fidelity level. Professor benefited from the pedagogy for its practicality and struggled with the amount of preparation required. Students benefited from the ability to correct their mistakes and struggled with needing to put more effort into their DBL homework. The p value of the independent samples t test was 0.002. The students who used DBL outperformed the students who didn’t use DBL on the quiz. In conclusion, DBL seems beneficial but some aspects of the pedagogy should be adjusted to make it easier for professors to prepare and students to experience. Future research should include how DBL affects professors and students when implemented for longer periods of time.

Degree

College and Department

David O. McKay School of Education; Instructional Psychology and Technology

Rights

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