Abstract
Purpose: This study was conducted to develop and provide a preliminary evaluation of an instrument to measure students’ readiness for Problem-Based Learning (PBL). The instrument assessed students’ readiness for four main aspects of the PBL environment: problem-solving, self-directed learning, collaborative learning, and critical thinking.
Methods: The Readiness for PBL (RPBL) instrument was trialed in two polytechnics in Singapore. Exploratory and confirmatory factor analyses, as well as internal consistencies, were used to explore the internal structure of the instrument.
Results: The results of the study confirmed that the internal structure of the instrument was
tenable within the cohorts that participated in the study.
Conclusions: The results of this study suggest that the RPBL may provide a practical means by
which students’ readiness for PBL may be assessed, with the goal of enhancing the benefits of PBL environments for these students
Methods: The Readiness for PBL (RPBL) instrument was trialed in two polytechnics in Singapore. Exploratory and confirmatory factor analyses, as well as internal consistencies, were used to explore the internal structure of the instrument.
Results: The results of the study confirmed that the internal structure of the instrument was
tenable within the cohorts that participated in the study.
Conclusions: The results of this study suggest that the RPBL may provide a practical means by
which students’ readiness for PBL may be assessed, with the goal of enhancing the benefits of PBL environments for these students
| Original language | English |
|---|---|
| Pages (from-to) | 53-62 |
| Number of pages | 10 |
| Journal | Journal of Problem-Based Learning |
| Volume | 7 |
| Issue number | 2 |
| DOIs | |
| Publication status | Published - Oct 2020 |