The relationships between problem characteristics, achievement-related behaviors, and academic achievement in problem-based learning.
This study investigated the influence of five problem characteristics on students' achievement-related classroom behaviors and academic achievement. Data from 5,949 polytechnic students in PBL curricula across 170 courses were analyzed by means of path analysis. The five problem characteristics were...
| Publicado en: | Advances in Health Sciences Education Vol. 16; no. 4; pp. 481 - 491 |
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| Autores principales: | , , , , , |
| Formato: | research Journal Article |
| Publicado: |
Springer Nature
Oct2011
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104578802&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 104578802 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 13824996 OAK jtl: Advances in Health Sciences Education issn: 13824996 maglogo: N pubinfo: dt: Oct2011 vid: 16 iid: 4 pid: 237 pub: Springer Nature place: New York, New York artinfo: ui: 104578802 104578802 NLM21293923 2011259695 10.1007/s10459-010-9270-3 NLM21293923 104578802 ppf: 481 ppct: 10 formats: tig: atl: The relationships between problem characteristics, achievement-related behaviors, and academic achievement in problem-based learning. aug: au: Sockalingam N Rotgans JI Schmidt HG Sockalingam, Nachamma Rotgans, Jerome I Schmidt, Henk G affil: Republic Polytechnic, Singapore sug: subj: Achievement Problem-Based Learning Methods Science Education Adult Female Goals and Objectives Learning Male Adult: 19-44 years Female Male ab: This study investigated the influence of five problem characteristics on students' achievement-related classroom behaviors and academic achievement. Data from 5,949 polytechnic students in PBL curricula across 170 courses were analyzed by means of path analysis. The five problem characteristics were: (1) problem clarity, (2) problem familiarity, (3) the extent to which the problem stimulated group discussion, (4) self-study, and (5) identification of learning goals. The results showed that problem clarity led to more group discussion, identification of learning goals, and self-study than problem familiarity. On the other hand, problem familiarity had a stronger and direct impact on academic achievement. pubtype: Academic Journal doctype: research Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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