构建一个测量学生参与基于问题的学习教程的问卷的有效性
Salah Eldin Kassab1,2, Amany El-Baz3, Nahla Hassan4
1College of Medicine, Gulf Medical University, Ajman, United Arab Emirates. kassabse@gmu.ac.ae.
BMC medical education
|November 8, 2023
概括
这项研究开发了一个有效的问卷,以测量学生在基于问题的学习 (PBL) 教程中的认知,行为和情感参与. 这些发现支持评估参与PBL设置的三因素结构.
科学领域:
- 医学教育 医学教育
- 教育心理学教育心理学
背景情况:
- 学生的参与度至关重要,涉及到对学术和非学术活动的投资.
- 以前的研究缺乏基于问题的学习 (PBL) 教程中的认知,行为和情感参与的定量措施.
- 这项研究解决了需要一个验证的仪器来衡量学生参与PBL的这些维度的需求.
研究的目的:
- 在PBL教程中开发和检查测量认知,行为和情绪参与度的问卷的构造有效性.
- 提供一个定量工具来评估学生对公共教育的投资.
主要方法:
- 根据学生参与框架开发了一个15项问卷.
- 与专家进行焦点小组,并与医学学生试点使用问卷.
- 对176名医学二年级和三年级学生进行了问卷调查,并使用结构方程建模 (SEM) 进行了确认因子分析 (CFA).
主要成果:
- 一个精细的11项问卷显示出一个强大的三因素结构:行为 (3项),情感 (4项) 和认知 (4项) 参与.
- 确认因素分析表明模型很适合,具有很高的构造可靠性 (0.82用于行为,0.82用于认知,0.76用于情感).
- 在学生参与度和学业成绩之间没有发现显著的关系.
结论:
- 这项研究提供了强有力的证据,证明了PBL教程的三因素学生参与调查问卷的构造有效性.
- 建议进行进一步的研究,以在不同的教育环境中验证该仪器.
- 调查问卷的预测有效性需要进一步调查.
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