Indian Journal of Science and Technology
Year: 2009, Volume: 2, Issue: 12, Pages: 59-67
Srikumar Chakravarthi1 , John Paul Judson2 and Priya Vijayan3
1Dept. of Pathology;
2 Dept. of Human Biology Faculty of Medicine, International Medical University, Malaysia 3Educational Psychologist, Global Indian International School, Kuala Lumpur, Malaysia
*Author for the correspondence:
Dept. of Pathology
E-mail: [email protected]
This study was done to evaluate and compare the effectiveness of problem-based learning (PBL) with that of lecture based instructional approaches on various facets of students' self directed learning, including motivation and learning strategies. Participants included 96 phase 1 MBBS students instructed by the same facilitators, half of whom were control group. The authors randomly assigned 1 class as the experimental group and the other class as the control group. Lecturers instructed the control group with lecturer-centered, textbookoriented traditional instruction; they exposed the experimental group to problem-based learning, in which students worked with ill-structured problems. Results revealed that PBL students had higher levels of intrinsic goal orientation, task value, use of elaboration learning strategies, critical thinking, metacognitive self-regulation, effort regulation, and peer learning compared with control-group students.
Keywords: Science education, medical, problem based learning, self directed learning.
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