The Influence of Students' Interest, Ability and Personal Situation on Students' Perception of a Problem-Based Learning Environment

Autor/inn/en	Jaeger, Martin; Adair, Desmond
Titel	The Influence of Students' Interest, Ability and Personal Situation on Students' Perception of a Problem-Based Learning Environment
Quelle	In: European Journal of Engineering Education, 39 (2014) 1, S.84-96 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2013.833172
Schlagwörter	Foreign Countries; Problem Based Learning; Student Interests; Ability; Student Attitudes; Engineering; Engineering Education; Questionnaires; Student Surveys; Factor Analysis; Structural Equation Models; Student Responsibility; Educational Environment; Facilitators (Individuals); Teacher Student Relationship; Undergraduate Students; Reliability; Goodness of Fit + Suchen Sie Ihr Suchwort? Ausland; Problem-based learning; Problemorientiertes Lernen; Studieninteresse; Fähigkeit; Fertigkeit; Schülerverhalten; Maschinenbau; Ingenieurausbildung; Fragebogen; Schülerbefragung; Faktorenanalyse; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teacher student relationships; Lehrer-Schüler-Beziehung; Reliabilität
Abstract	The twofold purpose of this study is to identify engineering students' perceptions of a problem-based learning environment and to analyse the influence of their personal "situation," general "interest" in engineering and "ability" to succeed on their perception, after they were exposed to PBL for the first time. Based on an adjusted version of the problem-based learning environment inventory [Senocak, E. 2009. "Development of an Instrument for Assessing Undergraduate Science Students' Perceptions: The Problem-based Learning Environment Inventory." "Journal of Science Education Technology" 18 (6): 560-569], data regarding students' perception were collected through a questionnaire survey and analysed by applying exploratory factor analysis and structural equation modelling. The analysis revealed a three-factorial PBL environment consisting of learning "facilitator support," "student responsibility" and "project quality," with strong influences of students' personal "situation" on "project quality," "interest" on the learning "facilitator support" and "ability" to succeed on "students' responsibility." Supporting students' general "interest" in engineering seems to improve their perception of the learning "facilitator support" and ensuring students' "ability" to succeed in a PBL environment seems to increase students' awareness of their own responsibility. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10