Data indicates that the college-going rates for first-generation college going students, typically from underrepresented populations, lag far behind the rates of non-underrepresented populations. While various types of academic outreach programs designed to increase the college-going rates have been funded by state and federal resources, college going rates of first-generation college going students still lag behind. Using 9^th graders from a Los Angeles high school, this study investigated the effects of problem-based learning (PBL) on the delivery of college preparation information.

Thirty three 9^th grade students from a Los Angeles area high school participated in the study. Students were placed in three different delivery modes of college preparation information; problem-based learning, outreach service, and college center access. Through the student responses on the General Perceived Self-Efficacy Scale, Motivated Strategies for Learning Questionnaire (MSLQ), and guided-journal assignments, data was analyzed on problem-based learning's influence on self-efficacy, motivation, and knowledge, as they relate to college preparation.

Quantitative and qualitative analysis found that generally, problem-based learning did lead to increases in motivation and self-efficacy in college preparation as compared to outreach and college center services. College preparation knowledge results indicate equal effectiveness amongst all three deliveries of college preparation.

As university admissions standards and requirements become more stringent and competitive, secondary students need to prepare earlier. PBL represents a tool that can positively influence the early college preparation of first-generation college students.