Construct validity of a questionnaire for measuring student engagement in problem-based learning tutorials.
Problem-based learning
Psychometrics
Questionnaire
Student engagement
Validity
Journal
BMC medical education
ISSN: 1472-6920
Titre abrégé: BMC Med Educ
Pays: England
ID NLM: 101088679
Informations de publication
Date de publication:
07 Nov 2023
07 Nov 2023
Historique:
received:
08
07
2023
accepted:
29
10
2023
medline:
9
11
2023
pubmed:
8
11
2023
entrez:
8
11
2023
Statut:
epublish
Résumé
Student engagement is student investment of time and energy in academic and non-academic experiences that include learning, teaching, research, governance, and community activities. Although previous studies provided some evidence of measuring student engagement in PBL tutorials, there are no existing quantitative studies in which cognitive, behavioral, and emotional engagement of students in PBL tutorials is measured. Therefore, this study aims to develop and examine the construct validity of a questionnaire for measuring cognitive, behavioral, and emotional engagement of students in PBL tutorials. A 15-item questionnaire was developed guided by a previously published conceptual framework of student engagement. Focus group discussion (n = 12) with medical education experts was then conducted and the questionnaire was piloted with medical students. The questionnaire was then distributed to year 2 and 3 medical students (n = 176) in problem-based tutorial groups at the end of an integrated course, where PBL is the main strategy of learning. The validity of the internal structure of the questionnaire was tested by confirmatory factor analysis using structural equation modeling assuming five different models. Predictive validity evidence of the questionnaire was studied by examining the correlations between students' engagement and academic achievement. Confirmatory factor analysis indicates a good fit between the measurement and structural model of an 11-item questionnaire composed of a three-factor structure: behavioral engagement (3 items), emotional engagement (4 items), and cognitive engagement (4 items). Models in which the three latent factors were considered semi-independent provided the best fit. The construct reliabilities of behavioral, cognitive, and emotional factors were 0.82, 0.82, and 0.76, respectively. We failed however to find significant relationships between academic achievement and engagement. We found a strong evidence to support the construct validity of a three-factor structure of student engagement in PBL tutorial questionnaire. Further studies are required to test the validity of this instrument in other educational settings. The predictive validity is another area needing further scrutiny.
Sections du résumé
BACKGROUND
BACKGROUND
Student engagement is student investment of time and energy in academic and non-academic experiences that include learning, teaching, research, governance, and community activities. Although previous studies provided some evidence of measuring student engagement in PBL tutorials, there are no existing quantitative studies in which cognitive, behavioral, and emotional engagement of students in PBL tutorials is measured. Therefore, this study aims to develop and examine the construct validity of a questionnaire for measuring cognitive, behavioral, and emotional engagement of students in PBL tutorials.
METHODS
METHODS
A 15-item questionnaire was developed guided by a previously published conceptual framework of student engagement. Focus group discussion (n = 12) with medical education experts was then conducted and the questionnaire was piloted with medical students. The questionnaire was then distributed to year 2 and 3 medical students (n = 176) in problem-based tutorial groups at the end of an integrated course, where PBL is the main strategy of learning. The validity of the internal structure of the questionnaire was tested by confirmatory factor analysis using structural equation modeling assuming five different models. Predictive validity evidence of the questionnaire was studied by examining the correlations between students' engagement and academic achievement.
RESULTS
RESULTS
Confirmatory factor analysis indicates a good fit between the measurement and structural model of an 11-item questionnaire composed of a three-factor structure: behavioral engagement (3 items), emotional engagement (4 items), and cognitive engagement (4 items). Models in which the three latent factors were considered semi-independent provided the best fit. The construct reliabilities of behavioral, cognitive, and emotional factors were 0.82, 0.82, and 0.76, respectively. We failed however to find significant relationships between academic achievement and engagement.
CONCLUSIONS
CONCLUSIONS
We found a strong evidence to support the construct validity of a three-factor structure of student engagement in PBL tutorial questionnaire. Further studies are required to test the validity of this instrument in other educational settings. The predictive validity is another area needing further scrutiny.
Identifiants
pubmed: 37936152
doi: 10.1186/s12909-023-04820-1
pii: 10.1186/s12909-023-04820-1
pmc: PMC10631064
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
844Informations de copyright
© 2023. The Author(s).
Références
J Youth Adolesc. 2011 Mar;40(3):249-62
pubmed: 20204687
Med Teach. 2023 Sep;45(9):949-965
pubmed: 36306374
Acad Med. 1993 Mar;68(3):207-13
pubmed: 8447916
Lancet. 2015 Jan 17;385(9964):230
pubmed: 25706708
Teach Learn Med. 2022 Nov 29;:1-12
pubmed: 36444767
J Adolesc. 2012 Oct;35(5):1111-22
pubmed: 22460236
Med Educ. 2022 Jul;56(7):703-715
pubmed: 35285052
Adv Health Sci Educ Theory Pract. 2011 Oct;16(4):465-79
pubmed: 21243425
Dev Psychol. 2011 Jan;47(1):233-47
pubmed: 21244162
Adv Health Sci Educ Theory Pract. 2018 May;23(2):339-351
pubmed: 29101496
Eval Health Prof. 2003 Mar;26(1):86-103
pubmed: 12629924
Med Educ. 2022 Apr;56(4):432-443
pubmed: 34888913
Teach Learn Med. 2005 Spring;17(2):112-8
pubmed: 15833720
Med Educ Online. 2014 Oct 10;19:24037
pubmed: 25308966