問題導向學習評量表之建構

Development of a Problem-Based Learning Evaluation Questionnaire

林真瑜(Chen-Yu Lin) ； 曾惠珍(Hui-Chen Tseng) ； 李子奇(Tzu-Chi Lee) ； 金繼春(Chi-Chun Chin) ； 簡淑媛(Shu-Yuan Jian) ； 黃玉珠(Yu-Chu Huang) ； 周汎澔(Fan-Han Chou)

《Journal of Medical Education》 14卷1期 (2010/03) Pp. 36-48

https://doi.org/10.6145/jme.201003_14(1).0004

摘要

The purpose of this study was to develop a Problem-Based Learning Evaluation Questionnaire (PBLEQ). A cross-sectional research design was conducted. Based on the concept of problem-based learning (PBL), we integrated ideas from a number of translated questionnaires including the Critical Thinking Scale, the Self-Directed Learning Scale, and the Students Performance in PBL Tutorial Sessions Questionnaire. The sample size consists of 410 nursing students who had undergone more than one semester of internship on hospital wards. These scales were analyzed by applying chi-square tests, item analysis, and principal axis factor analysis. Pearson's correlation coefficient was then used to test the validity of the scale compared with the Tutotest Scale. The results showed that the newly developed ”Problem-Based Learning Evaluation Questionnaire” had five major dimensions, which consisted of self-directed learning (10 items), critical thinking (10 items), independent study (8 items), group interaction, active participation (10 items) and reasoning skills (6 items). The questionnaire showed good convergence, divergence and concurrent validity. The Cronbach's α of the PBLEQ was 0.97 and the intraclass correlation coefficient for testretest reliability was 0.93. The correlation coefficient between the Tutotest Scale and the PBLEQ was 0.42 (p＜0.01). This questionnaire has promise as a measurement tool and will be useful to further research and in PBL assessment; furthermore, it should be able to appropriately evaluate abilities related to PBL among learners.

關鍵字

問題導向學習 ； 教育 ； 量表建構

並列摘要

The purpose of this study was to develop a Problem-Based Learning Evaluation Questionnaire (PBLEQ). A cross-sectional research design was conducted. Based on the concept of problem-based learning (PBL), we integrated ideas from a number of translated questionnaires including the Critical Thinking Scale, the Self-Directed Learning Scale, and the Students Performance in PBL Tutorial Sessions Questionnaire. The sample size consists of 410 nursing students who had undergone more than one semester of internship on hospital wards. These scales were analyzed by applying chi-square tests, item analysis, and principal axis factor analysis. Pearson's correlation coefficient was then used to test the validity of the scale compared with the Tutotest Scale. The results showed that the newly developed ”Problem-Based Learning Evaluation Questionnaire” had five major dimensions, which consisted of self-directed learning (10 items), critical thinking (10 items), independent study (8 items), group interaction, active participation (10 items) and reasoning skills (6 items). The questionnaire showed good convergence, divergence and concurrent validity. The Cronbach's α of the PBLEQ was 0.97 and the intraclass correlation coefficient for testretest reliability was 0.93. The correlation coefficient between the Tutotest Scale and the PBLEQ was 0.42 (p＜0.01). This questionnaire has promise as a measurement tool and will be useful to further research and in PBL assessment; furthermore, it should be able to appropriately evaluate abilities related to PBL among learners.

並列關鍵字

problem-based learning ； education ； questionnaire

參考文獻

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