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...

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Detalles Bibliográficos
Autores principales: Sockalingam, Nachamma, Rotgans, Jerome I., Schmidt, Henk G.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Springer Netherlands 2011
Materias:
Article
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3167366/
https://www.ncbi.nlm.nih.gov/pubmed/21293923
http://dx.doi.org/10.1007/s10459-010-9270-3
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author Sockalingam, Nachamma
Rotgans, Jerome I.
Schmidt, Henk G.
author_facet Sockalingam, Nachamma
Rotgans, Jerome I.
Schmidt, Henk G.
author_sort Sockalingam, Nachamma
collection PubMed
description 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.
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spelling pubmed-31673662011-09-26 The relationships between problem characteristics, achievement-related behaviors, and academic achievement in problem-based learning Sockalingam, Nachamma Rotgans, Jerome I. Schmidt, Henk G. Adv Health Sci Educ Theory Pract Article 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. Springer Netherlands 2011-02-04 2011 /pmc/articles/PMC3167366/ /pubmed/21293923 http://dx.doi.org/10.1007/s10459-010-9270-3 Text en © The Author(s) 2011 https://creativecommons.org/licenses/by-nc/4.0/ This article is distributed under the terms of the Creative Commons Attribution Noncommercial License which permits any noncommercial use, distribution, and reproduction in any medium, provided the original author(s) and source are credited.
spellingShingle Article
Sockalingam, Nachamma
Rotgans, Jerome I.
Schmidt, Henk G.
The relationships between problem characteristics, achievement-related behaviors, and academic achievement in problem-based learning
title The relationships between problem characteristics, achievement-related behaviors, and academic achievement in problem-based learning
title_full The relationships between problem characteristics, achievement-related behaviors, and academic achievement in problem-based learning
title_fullStr The relationships between problem characteristics, achievement-related behaviors, and academic achievement in problem-based learning
title_full_unstemmed The relationships between problem characteristics, achievement-related behaviors, and academic achievement in problem-based learning
title_short The relationships between problem characteristics, achievement-related behaviors, and academic achievement in problem-based learning
title_sort relationships between problem characteristics, achievement-related behaviors, and academic achievement in problem-based learning
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3167366/
https://www.ncbi.nlm.nih.gov/pubmed/21293923
http://dx.doi.org/10.1007/s10459-010-9270-3
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