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To what extent do tutor-related behaviours influence student learning in PBL?
Esther Chng1, Elaine H J Yew, Henk G Schmidt
1School of Applied Science, Republic Polytechnic, 9 Woodlands Avenue 9, Singapore, 738964, Singapore, esther_chng@rp.edu.sg.
Advances in Health Sciences Education : Theory and Practice
|April 18, 2014
Summary
Tutor behavior significantly impacts student learning in problem-based learning (PBL). Average students benefit most from tutors, while stronger students are more independent learners.
Area of Science:
- Educational Psychology
- Pedagogy
- Problem-Based Learning
Background:
- Previous research indicated tutor social congruence influences problem-based learning (PBL).
- This study further investigates the impact of tutor social congruence on student learning outcomes.
Purpose of the Study:
- To examine how tutor behaviors, specifically social congruence, affect student learning in PBL.
- To determine if tutor behaviors influence different student academic levels differently.
Main Methods:
- Two studies were conducted: first, comparing learning outcomes based on tutor social congruence (N=77 students, 4 tutors).
- Second, examining tutor behavior impact on module grades across academic levels (11 tutors).
- Concept recall tests and module grades were used as measures of student learning.
Main Results:
- Tutor social congruence significantly impacted learning after the problem analysis phase.
- Tutor behaviors had a greater influence on average-achieving students compared to academically stronger or weaker students.
- Academically stronger students showed less reliance on tutors.
Conclusions:
- Tutor social congruence is a key factor in specific phases of problem-based learning.
- Tutor support is crucial for average-achieving students' success in PBL.
- Individualized tutor strategies may be needed to cater to diverse student academic abilities.
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