The Relationships between Problem Characteristics, Achievement-Related Behaviors, and Academic Achievement in Problem-Based Learning

Autor/inn/en	Sockalingam, Nachamma; Rotgans, Jerome I.; Schmidt, Henk G.
Titel	The Relationships between Problem Characteristics, Achievement-Related Behaviors, and Academic Achievement in Problem-Based Learning
Quelle	In: Advances in Health Sciences Education, 16 (2011) 4, S.481-490 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1382-4996
DOI	10.1007/s10459-010-9270-3
Schlagwörter	Problem Based Learning; Academic Achievement; Student Behavior; College Students; Path Analysis; Group Discussion; Familiarity; Independent Study + Suchen Sie Ihr Suchwort? Problem-based learning; Problemorientiertes Lernen; Schulleistung; Student behaviour; Schülerverhalten; Collegestudent; Pfadanalyse; Gruppendiskussion; Selbststudium
Abstract	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. (Contains 1 figure and 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10