DOI: 10.5716/2251-1814_EeL16
Authors: Maria Eliza P. Cruz
Abstract:
This article is the Author’s Master’s Thesis that determined the effectual strength of Constructivist Learning Settings that utilized the Problem- Based Learning and Non- Problem- Based Learning Approaches in magnifying the cognitive responses of students in the Tertiary Level. Students are selected using the Modified Regression Discontinuity Design and are evaluated using researcher- made pre and post- program performance measures.
Keywords: magnification of cognition; problem- based learning; modified regression discontinuity design; higher education
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