Structural Equation Modelling: The Predictive Relationships of Problem-Based Learning Processes on Preservice Teachers’ Learning Strategies

• In Event: Research Methodologies for Studying Problem-Based and Project-Based Learning

Abstract

Purpose
This study is to use Structural Equation Modelling to examine the predictive relations of preservice teachers’ perception of key Problem-based Learning (PBL) processes and their learning strategies before and after their PBL experience.

Perspective
Path analysis, one of the widely used applications of structural equation modelling, was performed using AMOS 19.0 (Arbuckle, 2011, Baron & Kenny, 1986; Byrne, 2010) to examine the predictive relationships of pre-learning strategies, key PBL processes, and post learning strategies. In path analysis, researchers posit a set of a priori structural relationships and test the ability of a solution based on this structure to fit the data by demonstrating that (a) the solution is well defined, (b) parameter estimates are consistent with theory and a priori predictions, and (c) the 2 and subjective fit indices are reasonable (McDonald & Marsh, 1990). Maximum likelihood was the method of estimation used for the model in this study. Following recommendations on establishing model fit (Marsh, Hau, & Wen, 2004), a range of fit indices including the Comparative Fit Index (CFI), the Non-Normed Fit Index (NNFI) or also called Tucker-Lewis Index (TLI), the Root Mean Square Error of Approximation (RMSEA), the 2 test statistic, and an evaluation of parameter estimates were used in the present research to assess model fit.

The Study
The sample involved in this study comprised of 1041 preservice teachers in the core Educational Psychology course using the PBL approach at a Teacher Institute in Singapore. The participants consisted of 333 males, 662 females, and 46 preservice teachers who did not indicate their gender. The mean age was 25.6 (SD = 5.41). The Motivated Strategies for Learning Questionnaire (MSLQ) by Pintrich, Smith, Garcia, and Mckeachie (1993) was used to measure preservice teachers’ learning strategies. It consisted of five subscales namely, rehearsal (RE), elaboration (ELB), organization (ORG), critical thinking (CRI) and metacognitive self-regulation (MSR). The Problem-based Learning Process Inventory (PBLPI) by Chua (2016) was used to measure the key PBL processes namely problem-posing, scaffolding and connecting. For both measures, preservice teachers rated each item on a 5-point Likert scale, ranging from 1 (strongly disagree) to 5 (strongly agree).

Results
Findings from the study suggested that in the PBL environment, (i) preservice teachers’ pre-PBL metacognitive self-regulation played a pivotal role in determining preservice teachers’ perceived importance of the key processes in enhancing their PBL experience; (ii) the key PBL scaffolding and connecting processes were salient predictors of preservice teachers’ subsequent post-PBL learning strategies; and (iii) the key PBL processes played a mediating role in relating preservice teachers’ pre-PBL learning strategies to their corresponding post-PBL factors. Implications for practice and limitations will be discussed.

Author

• Bee Leng Chua, National Institute of Education - Nanyang Technological University