Effect of worksheet scaffolds on student learning in problem-based learning

The purpose of this study was to investigate the effect of worksheets as a scaffolding tool on students’ learning achievement in a problem-based learning (PBL) environment. Seventeen PBL classes (N = 241) were randomly assigned to two experimental groups—one with a worksheet provided and the other without. Students’ learning of the topic at hand was evaluated by comparing results from pre- and post-lesson concept recall tests. We also obtained information about students’ perceptions of factors impacting their learning using a Learning Impact Questionnaire. The data was analyzed by means of analyses of variance. Results of the study indicated that there was no statistically significant difference between the levels of understanding for both groups of students. In addition, survey results revealed that the strongest factor perceived by students to impact their learning in a PBL context is the tutor followed by team and class dynamics, while the influence of the worksheet was rated lowest. These findings suggest that scaffolds such as worksheets may not play a significant role in enhancing students’ learning within the social constructivist framework of problem-based learning. On the other hand, the importance of the role of tutor and collaborative small group learning which are key features of PBL is reinforced

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: (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

Are tutor behaviors in problem-based learning stable? A generalizability study of social congruence, expertise and cognitive congruence

The purpose of this study was to investigate the stability of three distinct tutor behaviors (1) use of subject-matter expertise, (2) social congruence and (3) cognitive congruence, in a problem-based learning (PBL) environment. The data comprised the input from 16,047 different students to a survey of 762 tutors administered in three consecutive semesters. Over the three semesters each tutor taught two of the same course and one different course. A generalizability study was conducted to determine whether the tutor behaviors were generalizable across the three measurement occasions. The results indicate that three semesters are sufficient to make generalizations about all three tutor behaviors. In addition the results show that individual differences between tutors account for the greatest differences in levels of expertise, social congruence and cognitive congruence. The study concludes that tutor behaviors are fairly consistent in PBL and somewhat impervious to change. Implications of these findings for tutor training are discussed

Cognitive engagement in the problem-based learning classroom

The objective of the present study was to examine to what extent autonomy in problem-based learning (PBL) results in cognitive engagement with the topic at hand. To that end, a short self-report instrument was devised and validated. Moreover, it was examined how cognitive engagement develops as a function of the learning process and the extent to which cognitive engagement determines subsequent levels of cognitive engagement during a one-day PBL event. Data were analyzed by means of confirmatory factor analysis, repeated measures ANOVA, and path analysis. The results showed that the new measure of situational cognitive engagement is valid and reliable. Furthermore, the results revealed that students’ cognitive engagement significantly increased as a function of the learning event. Implications of these findings for PBL are discussed

Validation Study of a General Subject-matter Interest Measure: The Individual Interest Questionnaire (IIQ)

Importance: Interest is considered a significant educational construct. A validated instrument that can reliably be used to measure interest across different subject domains is however not available. Objective: To report the findings of two studies that were conducted to test the validity and reliability of a newly designed Individual Interest Questionnaire (IIQ). Design: Study 1 was a construct validation study involving three independent high school samples from different disciplines. In Study 2 the predictive validity of the IIQ was tested by examining how well the IIQ predicts cognitive engagement and on-task behaviors and attitudes of students. Participants: A sample of 230 chemistry, geography, and history high school students (Study 1) and 82 biology high school students (Study 2). Setting: High schools in Singapore. Main outcome measures: Confirmatory factor analysis, Hancock׳s coefficient H, test of multi-group invariance, cognitive engagement and on-task behaviors and attitudes (i.e., curiosity, enjoyment, self-efficacy, attention, and boredom). Results: Confirmatory factor analysis for the three samples suggest adequate fit of the data with the hypothesized model: History: χ2/df=1.47; p=.13, RMSEA=.08, CFI=.96; Chemistry: χ2/df=1.41; p=.17, RMSEA=.07, CFI=.98; and Geography: χ2/df=1.51; p=.11, RMSEA=.09, CFI=.94. Reliability analysis revealed high levels of reliability of the IIQ: coefficient H History: .81; coefficient H Chemistry: 85; and coefficient H Geography: .85. The test for multi-group invariance was ns, suggesting that the factor structure of the IIQ was invariant across the three subjects. The data fitted the predictive path model well: χ2/df=1.60; p=.11, CFI=.98, RMSEA=.09 and the standardized regression weights of individual interest for the outcome measures ranged from: .69 (p<.001) cognitive engagement to −.24 (p=.03) boredom. Conclusion and relevance: The results suggest that the IIQ is a reliable and valid instrument to measure individual interest across different disciplines and demonstrated adequate predictive validity for cognitive engagement and on-task behaviors and attitudes. The IIQ fills the gap in the literature for a generic instrument to measure individual interest