A conceptual model for students’ satisfaction with team-based learning using partial least squares structural equation modelling in a faculty of life sciences, in the United Kingdom
Purpose Students’ satisfaction is an essential element in higher education. This study aimed to identify paths and predictive power of students’ satisfaction during team-based learning (TBL) activities in the faculty of life sciences using partial least squares structural equation modelling (PLS-SEM...
| Glavni autori: | , , |
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| Format: | Članak |
| Jezik: | English |
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Korea Health Personnel Licensing Examination Institute
2019-11-01
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| Serija: | Journal of Educational Evaluation for Health Professions |
| Teme: | |
| Online pristup: | http://www.jeehp.org/upload/pdf/jeehp-16-36.pdf |
| _version_ | 1827246748969467904 |
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| author | Andrea Manfrin Bugewa Apampa Prabha Parthasarathy |
| author_facet | Andrea Manfrin Bugewa Apampa Prabha Parthasarathy |
| author_sort | Andrea Manfrin |
| collection | DOAJ |
| description | Purpose Students’ satisfaction is an essential element in higher education. This study aimed to identify paths and predictive power of students’ satisfaction during team-based learning (TBL) activities in the faculty of life sciences using partial least squares structural equation modelling (PLS-SEM). Methods In 2018–2019, at the University of Sussex (Falmer, UK), 180 life science students exposed to TBL were invited to participate in the study. Team-Based-Learning-Student-Assessment-Instrument was used. A conceptual model was developed for testing six hypotheses. H1: What was the effect of TBL on student satisfaction? H2: What was the effect of lectures on student satisfaction? H3: What was the effect of TBL on accountability? H4: What was the effect of lectures on accountability? H5: What was the effect of accountability on student satisfaction? H6: What were the in-sample and out-of-sample predictive power of the model? The analysis was conducted using the PLS-SEM approach. Results Ninety-nine students participated in the study giving a 55% response rate. Confirmatory tetrad analysis suggested a reflective model. Construct reliability, validity, average extracted variance, and discriminant validity were confirmed. All path coefficients were positive, and 5 were statistically significant (H1: β=0.587, P<0:001; H2: β=0.262, P<0.001; H3: β=0.532, P<0.001; H4: β=0.063, P=0.546; H5: β=0.200, P=0.002). The in-sample predictive power was weak for Accountability, (R2=0.303; 95% confidence interval [CI], 0.117–0.428; P<0.001) and substantial for student satisfaction (R2=0.678; 95% CI, 0.498–0.777; P<0.001). The out-of-sample predictive power was moderate. Conclusion The results have demonstrated the possibility of developing and testing a TBL conceptual model using PLS-SEM for the evaluation of path coefficients and predictive power relative to students’ satisfaction. |
| first_indexed | 2024-03-12T20:06:53Z |
| format | Article |
| id | doaj.art-94f1ecdc336c44f485fa7f9a8c72aedd |
| institution | Directory Open Access Journal |
| issn | 1975-5937 |
| language | English |
| last_indexed | 2025-03-21T23:04:54Z |
| publishDate | 2019-11-01 |
| publisher | Korea Health Personnel Licensing Examination Institute |
| record_format | Article |
| series | Journal of Educational Evaluation for Health Professions |
| spelling | doaj.art-94f1ecdc336c44f485fa7f9a8c72aedd2024-05-22T06:59:04ZengKorea Health Personnel Licensing Examination InstituteJournal of Educational Evaluation for Health Professions1975-59372019-11-011610.3352/jeehp.2019.16.36343A conceptual model for students’ satisfaction with team-based learning using partial least squares structural equation modelling in a faculty of life sciences, in the United KingdomAndrea Manfrin0Bugewa Apampa1Prabha Parthasarathy2School of Pharmacy and Biomedical Science, Faculty of Clinical & Biomedical Sciences, University of Central Lancashire, Preston, UKSussex Pharmacy, School of Life Sciences, University of Sussex, Falmer, UKFaculty of Medicine, Imperial College, London, UKPurpose Students’ satisfaction is an essential element in higher education. This study aimed to identify paths and predictive power of students’ satisfaction during team-based learning (TBL) activities in the faculty of life sciences using partial least squares structural equation modelling (PLS-SEM). Methods In 2018–2019, at the University of Sussex (Falmer, UK), 180 life science students exposed to TBL were invited to participate in the study. Team-Based-Learning-Student-Assessment-Instrument was used. A conceptual model was developed for testing six hypotheses. H1: What was the effect of TBL on student satisfaction? H2: What was the effect of lectures on student satisfaction? H3: What was the effect of TBL on accountability? H4: What was the effect of lectures on accountability? H5: What was the effect of accountability on student satisfaction? H6: What were the in-sample and out-of-sample predictive power of the model? The analysis was conducted using the PLS-SEM approach. Results Ninety-nine students participated in the study giving a 55% response rate. Confirmatory tetrad analysis suggested a reflective model. Construct reliability, validity, average extracted variance, and discriminant validity were confirmed. All path coefficients were positive, and 5 were statistically significant (H1: β=0.587, P<0:001; H2: β=0.262, P<0.001; H3: β=0.532, P<0.001; H4: β=0.063, P=0.546; H5: β=0.200, P=0.002). The in-sample predictive power was weak for Accountability, (R2=0.303; 95% confidence interval [CI], 0.117–0.428; P<0.001) and substantial for student satisfaction (R2=0.678; 95% CI, 0.498–0.777; P<0.001). The out-of-sample predictive power was moderate. Conclusion The results have demonstrated the possibility of developing and testing a TBL conceptual model using PLS-SEM for the evaluation of path coefficients and predictive power relative to students’ satisfaction.http://www.jeehp.org/upload/pdf/jeehp-16-36.pdfleast-squares analysispersonal satisfactionproblem-based learningstudentsunited kingdom |
| spellingShingle | Andrea Manfrin Bugewa Apampa Prabha Parthasarathy A conceptual model for students’ satisfaction with team-based learning using partial least squares structural equation modelling in a faculty of life sciences, in the United Kingdom Journal of Educational Evaluation for Health Professions least-squares analysis personal satisfaction problem-based learning students united kingdom |
| title | A conceptual model for students’ satisfaction with team-based learning using partial least squares structural equation modelling in a faculty of life sciences, in the United Kingdom |
| title_full | A conceptual model for students’ satisfaction with team-based learning using partial least squares structural equation modelling in a faculty of life sciences, in the United Kingdom |
| title_fullStr | A conceptual model for students’ satisfaction with team-based learning using partial least squares structural equation modelling in a faculty of life sciences, in the United Kingdom |
| title_full_unstemmed | A conceptual model for students’ satisfaction with team-based learning using partial least squares structural equation modelling in a faculty of life sciences, in the United Kingdom |
| title_short | A conceptual model for students’ satisfaction with team-based learning using partial least squares structural equation modelling in a faculty of life sciences, in the United Kingdom |
| title_sort | conceptual model for students satisfaction with team based learning using partial least squares structural equation modelling in a faculty of life sciences in the united kingdom |
| topic | least-squares analysis personal satisfaction problem-based learning students united kingdom |
| url | http://www.jeehp.org/upload/pdf/jeehp-16-36.pdf |
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