Relationship between problem-based learning experience and self-directed learning readiness
Tun Hussein Onn University of Malaysia (UTHM) has been implementing Problem-Based Learning (PBL) to some degree in various subjects. However, to this day no empirical data has been gathered on the effectiveness of PBL as a methodology to develop self-directed learning (SDL) skills. The purpose...
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| Format: | Thesis |
| Language: | English English English |
| Published: |
2007
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| Subjects: | |
| Online Access: | http://eprints.uthm.edu.my/7164/1/24p%20SITI%20NURZAKIAH%20ZAINAL%20ALAM.pdf http://eprints.uthm.edu.my/7164/2/SITI%20NURZAKIAH%20ZAINAL%20ALAM%20COPYRIGHT%20DECLARATION.pdf http://eprints.uthm.edu.my/7164/3/SITI%20NURZAKIAH%20ZAINAL%20ALAM%20WATERMARK.pdf |
| Summary: | Tun Hussein Onn University of Malaysia (UTHM) has been implementing
Problem-Based Learning (PBL) to some degree in various subjects. However, to this
day no empirical data has been gathered on the effectiveness of PBL as a
methodology to develop self-directed learning (SDL) skills. The purpose of this
study is to investigate self-directed learning readiness (SDLR) among UTHM
students exposed to vaiying PBL exposure intensity. SDLR was measured using the
modified version of Self-Directed Learning Readiness (SDLRS). Participants in this
study were first-year undergraduate students at UTHM. The instrument was
administrated to students in Electrical and Electronics Engineering, Civil and
Environmental Engineering, and Technical Education (N=260). Data were analyzed
using descriptive and inferential statistical techniques with analysis of variance
(ANOVA) and the independent /'-test for equal variance for hypotheses testing. The
results of this study indicate that overall SDLR level increase with PBL exposure up
to exposure intensity twice, beyond which no increase in SDLR was observed with
increase in PBL exposure. Within the same academic programme, results did not
show a statistically significant difference of SDLR level between groups exposed to
varying PBL exposure intensity. However, significant difference was found in some
dimensions of the SDLR for the Technical Education students. Within the same
education background, results did not show a statistically significant difference of
SDLR level between groups exposed to varying PBL intensity. However, significant
difference was found in some dimensions of the SDLR for students with both
Matriculations and STPM background. A statistically significant difference of SDLR
level was found between Electrical Engineering and Technical Education students
for exposure once and in some SDLR dimensions. No statistically significant
difference was found between students from different academic programme for
exposure twice or thrice. The data supports the conclusion that SDLR level increases
with increase in PBL exposure intensity up to a certain extent only, beyond which no
increase of SDLR can be observed. The data also suggest that only certain
dimensions of the SDLR improve with increased exposure to PBL. |
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