title: The relationships between problem characteristics, achievement-related behaviors, and academic achievement in problem-based learning.
abstract: This study investigated the influence of five problem characteristics on students' achievement-related classroom behaviors and academic achievement. Data from 5,949 polytechnic students in PBL curricula across 170 courses were analyzed by means of path analysis. The five problem characteristics were: (1) problem clarity, (2) problem familiarity, (3) the extent to which the problem stimulated group discussion, (4) self-study, and (5) identification of learning goals. The results showed that problem clarity led to more group discussion, identification of learning goals, and self-study than problem familiarity. On the other hand, problem familiarity had a stronger and direct impact on academic achievement.
authors.affiliation: Republic Polytechnic, Singapore. nacha_sockalingam@hotmail.com
authors.forename: Nachamma
authors.initials: N
authors.lastname: Sockalingam
authors.forename: Jerome I
authors.initials: JI
authors.lastname: Rotgans
authors.forename: Henk G
authors.initials: HG
authors.lastname: Schmidt
mesh_terms: D000124:Achievement; D000328:Adult; D005260:Female; D006040:Goals; D006801:Humans; D007858:Learning; D008297:Male; D018794:Problem-Based Learning / Q000379:methods*; D012586:Science / Q000193:education*