The relationships between problem characteristics, achievement-related behaviors, and academic achievement in problem-based learning
October 2011
Article
volume 16, issue 4 pp 481-490.
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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.
Keywords
- Problem-based learning
- Academic achievement
- Achievement-related classroom behaviors
- Problem characteristics
Automatically Extracted Terms
- problem
- student
- achievement
- schmidt
- model
- study
- group
- behavior
- characteristic
- variable
- discussion
- group discussion
- classroom
- self-study
- problem characteristics
- identi fication
- scale
- process
- problem-based
- measure
