ABSTRACT

The need to determine the mechanisms of change that explain why problem-based learning (PBL) interventions are effective necessitated this study. The current study draws on survey responses from 78 electrical/electronic technology education undergraduates at public universities in southeast Nigeria to test the hypotheses suggested. Hierarchical Multiple Regression results indicate that students’ ratings of PBL associated positively with engagement in practical skills acquisition (EPSA) as well as with intrinsic motivation and students’ ability beliefs. Also, mediation analysis suggests that intrinsic motivation and ability beliefs mediate PBL experiences and student EPSA. Our results highlight the critical potential of PBL for increasing student EPSA. Therefore, for technical students and educators, technical administrators, and policymakers who seek effective ways of improving the teaching and learning of practicals, this study provides essential information.

摘要

需要确定解释为什么基于问题的学习 (PBL) 干预措施有效的变化机制，因此有必要进行这项研究。目前的研究利用尼日利亚东南部公立大学 78 名电气/电子技术教育本科生的调查回复来检验提出的假设。分层多元回归结果表明，学生对 PBL 的评分与实践技能习得 (EPSA) 以及内在动机和学生的能力信念呈正相关。此外，中介分析表明，内在动机和能力信念调节 PBL 体验和学生 EPSA。我们的结果突出了 PBL 在增加学生 EPSA 方面的关键潜力。因此，对于技术学生和教育工作者、技术管理人员来说，