Enhancing students' learning in problem based learning: validation of a self-assessment scale for active learning and...

Area of Science:

• Medical Education
• Educational Psychology

Background:

• Problem-based learning (PBL) effectiveness can decline due to issues with fidelity and student engagement.
• Self-assessment is crucial for self-regulated learning but lacks specific measures within PBL.
• The Self-assessment Scale on Active Learning and Critical Thinking (SSACT) was developed to address this measurement gap.

Purpose of the Study:

• To develop and validate the Self-assessment Scale on Active Learning and Critical Thinking (SSACT).
• To explore the internal structure and psychometric properties of the SSACT within a PBL context.

Main Methods:

• A mixed-methods approach was employed for scale development.
• Scale items were derived from qualitative research, literature reviews, and existing tools.
• Confirmatory factor analysis (CFA) and reliability analyses were used to evaluate the SSACT's validity.

Main Results:

• The 14-item SSACT demonstrated factorial validity with items loading significantly on 'active learning' and 'critical thinking' domains.
• The scale exhibited good model fit and stability across two independent samples.
• Both subscales showed high internal reliability and strong inter-correlation.

Conclusions:

• The SSACT provides valid and reliable measurement for student self-assessment in PBL.
• Implementing the SSACT can enhance student self-assessment, promoting critical thinking and self-directed learning in PBL.