Development and Preliminary Evaluation of an Instrument to Measure Readiness for Problem-Based Learning

Abstract

Purpose This study was conducted to develop and provide a preliminary evaluation of an instrument to measure students’ readiness for Problem-Based Learning (PBL). The instrument assessed students’ readiness for four main aspects of the PBL environment: problem-solving, self-directed learning, collaborative learning, and critical thinking. Methods The Readiness for PBL (RPBL) instrument was trialed in two polytechnics in Singapore. Exploratory and confirmatory factor analyses, as well as internal consistencies, were used to explore the internal structure of the instrument. Results The results of the study confirmed that the internal structure of the instrument was tenable within the cohorts that participated in the study. Conclusions The results of this study suggest that the RPBL may provide a practical means by which students’ readiness for PBL may be assessed, with the goal of enhancing the benefits of PBL environments for these students.

Keywords

• physics education
• learning processes