earticle

영어

The purpose of this study is to develop a learning effect scale that measures the effectiveness of Problem-Based Learning (PBL) and to verify its reliability and validity. The study was processed in five steps. Firstly, basic items of the tool was established based on a preliminary study and literature reviews. Then, content validity was verified. Factor analysis was conducted to assess the preliminary tool before the conduction of the reliability test for internal consistency of the preliminary tool. Finally, it was named for each sub-categorized items of the final tool. Data was analyzed by using SPSS. 82 of the second and the third year nursing students, who were studying with PBL participated. It was identified that learning effect scale of PBL had five factors including communication skill, cooperative learning capacity, problem solving skill, interacting skill and self-directed learning, which had 17 items in total with Cronbach α= .8578. According to the result, it is revealed that all factors of the study agree with a preliminary study and literature reviews and validity of the study are high as well. It is recommended conduction of the further repeated studies to reassess and complement reliability and validity of the Learning effect scale with bigger size of sample.

한국어

본 연구의 목적은 문제중심학습의 학습효과를 측정할 수 있는 도구를 개발하는 것이다. 이를 위해 먼저 관련 문헌과 선행연구 고찰을 통해 도구의 기초 문항을 작성하고 내용타당도와 요인분석을 통한 구성타당도를 검증하여 요인을 명명하였다. 마지막 단계로 예비도구의 신뢰도 검증을 거쳐 도구를 개발하였다. 개발된 최종 도구는 의사소통능력, 협동학습능력, 문제해결능력, 통합능력, 자기주도학습능력의 5개 요인, 17개 항목으로 규명되었고 Cronbach α는 .858이었다. 본 연구결과 개발된 도구는 타당도와 신뢰도가 높았으며 문제중심학습의 학습효과를 포괄적으로 평가할 수 있는 도구를 개발하였다는 점에서 그 의의가 있다고 하겠다.