Reliability and validity of a Tutorial Group Effectiveness Instrument.
BACKGROUND
Tutorial group effectiveness is essential for the success of learning in problem-based learning (PBL). Less effective and dysfunctional groups compromise the quality of students learning in PBL.


OBJECTIVE
This article aims to report on the reliability and validity of an instrument aimed at measuring tutorial group effectiveness in PBL.


METHODS
The items within the instrument are clustered around motivational and cognitive factors based on Slavin's theoretical framework. A confirmatory factor analysis (CFA) was carried out to estimate the validity of the instrument. Furthermore, generalizability studies were conducted and alpha coefficients were computed to determine the reliability and homogeneity of each factor.


RESULTS
The CFA indicated that a three-factor model comprising 19 items showed a good fit with the data. Alpha coefficients per factor were high. The findings of the generalizability studies indicated that at least 9-10 student responses are needed in order to obtain reliable data at the tutorial group level.


CONCLUSIONS
The instrument validated in this study has the potential to provide faculty and students with diagnostic information and feedback about student behaviors that enhance and hinder tutorial group effectiveness.
Singaram
Veena S
VS
Department of Medical Education, College of Health Sciences, University of KwaZulu-Natal, PBX Congella 4013, South Africa. singaram@ukzn.ac.za
Van Der Vleuten
Cees P M
CP
Van Berkel
Henk
H
Dolmans
Diana H J M
DH
D003479:Curriculum; D004504:Education, Medical, Undergraduate; D004521:Educational Measurement; D004522:Educational Status; D004526:Efficiency; D006126:Group Processes; D006801:Humans; D018794:Problem-Based Learning; D015203:Reproducibility of Results; D013223:Statistics as Topic; D011795:Surveys and Questionnaires; D013663:Teaching