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Source CiteSeerX
Content type Text
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Subject Domain (in DDC) Computer science, information & general works ♦ Data processing & computer science
Subject Keyword Relationship Pbl ♦ Educational Methodology ♦ Significant Correlation ♦ Content Acquisition ♦ Pbl Small Group ♦ Process Type Assessment Measure ♦ Yearly Basis ♦ Student Problem-based Learning ♦ Parallel Model Reliability Analysis ♦ Accurate Indicator ♦ Problem-solving Skill ♦ Image-based Computer Test ♦ Correlation Test ♦ Traditional Examination ♦ Problem Analysis Test ♦ Assessment Component ♦ Student Performance ♦ Traditional Content Acquisition Test ♦ Trimester Basis ♦ Facilitator Evaluation ♦ Faculty Facilitator ♦ Multiple Choice Examination ♦ Assessment Measure ♦ Process Grade ♦ Assessment Tool ♦ Small Group Setting ♦ Traditional Objective Test ♦ Student Problem Analysis ♦ Process Type
Abstract Abstract: In this study, we examined the relationship between students ’ problem-based learning (PBL) skills and their content acquisition as measured by traditional examinations. We conducted this investigation to evaluate the assumption that students’ learning in the small group setting of PBL as evaluated by their faculty facilitators was an accurate indicator of students ’ learning as measured by problem analysis tests and traditional content acquisition tests. Parallel model reliability analyses were conducted to determine reliability for each year’s assessment components, which included multiple choice examinations, image-based computer tests, facilitators ’ evaluations of students ’ performance in the PBL small groups, and assessments that measured the students ’ problem analysis and problem-solving skills. We also performed correlation tests to analyze the data. The reliability tests show that all assessment measures were consistently significant. There were predominantly significant correlations between process type assessment measures and the more traditional objective tests. When analyzed on a yearly basis, all of the correlations were significant. When analyzed on a trimester basis, all of the correlations were positive, with many being significant. The find-ing that the process grade revealed significant correlation with the other two assessment tools indicates that although process type
Educational Role Student ♦ Teacher
Age Range above 22 year
Educational Use Research
Education Level UG and PG ♦ Career/Technical Study
Learning Resource Type Article