The Role of Environmental and Individual Characteristics in the Development of Student Achievement: A Comparison between a Traditional and a Problem-Based-Learning Curriculum

Autor/inn/en	Schauber, Stefan K.; Hecht, Martin; Nouns, Zineb M.; Kuhlmey, Adelheid; Dettmer, Susanne
Titel	The Role of Environmental and Individual Characteristics in the Development of Student Achievement: A Comparison between a Traditional and a Problem-Based-Learning Curriculum
Quelle	In: Advances in Health Sciences Education, 20 (2015) 4, S.1033-1052 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1382-4996
DOI	10.1007/s10459-015-9584-2
Schlagwörter	Comparative Analysis; Academic Achievement; Problem Based Learning; Teaching Methods; Longitudinal Studies; Student Attitudes; Social Support Groups; Metacognition; Medical Education; Educational Environment; Self Efficacy; Achievement Tests; Psychological Patterns; Role; Intervention; Quasiexperimental Design; Correlation; Medical Students; Curriculum; Individual Characteristics; Environmental Influences + Suchen Sie Ihr Suchwort? Schulleistung; Problem-based learning; Problemorientiertes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schülerverhalten; Social support; Soziale Unterstützung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Medizinische Ausbildung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Self-efficacy; Selbstwirksamkeit; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Rollen; Korrelation; Curricula; Lehrplan; Rahmenplan; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Environmental influence; Umwelteinfluss
Abstract	In medical education, the effect of the educational environment on student achievement has primarily been investigated in comparisons between traditional and problem-based learning (PBL) curricula. As many of these studies have reached no clear conclusions on the superiority of the PBL approach, the effect of curricular reform on student performance remains an issue. We employed a theoretical framework that integrates antecedents of student achievement from various psychosocial domains to examine how students interact with their curricular environment. In a longitudinal study with N = 1,646 participants, we assessed students in a traditional and a PBL-centered curriculum. The measures administered included students' perception of the learning environment, self-efficacy beliefs, positive study-related affect, social support, indicators of self-regulated learning, and academic achievement assessed through "progress tests." We compared the relations between these characteristics in the two curricular environments. The results are two-fold. First, substantial relations of various psychosocial domains and their associations with achievement were identified. Second, our analyses indicated that there are no substantial differences between traditional and PBL-based curricula concerning the relational structure of psychosocial variables and achievement. Drawing definite conclusions on the role of curricular-level interventions in the development of student's academic achievement is constrained by the quasi-experimental design as wells as the selection of variables included. However, in the specific context described here, our results may still support the view of student activity as the key ingredient in the acquisition of achievement and performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01