Students’ characteristics related to their performances in problem-based learning

Abstract

Problem Based Learning (PBL) has been implemented as a major learning approach at the Faculty of Medicine, Universitas Indonesia (FMUI) since 2005. The learning environment and curriculum play an important role in students’ performance. The characteristics of students may influence the PBL tutorial process and students’ learning outcomes. This study aimed to examine the relationship between students’ characteristics and their performances. By knowing students’ characteristics, we can predict their future success, prevent their study delays and decrease student drop out numbers. The study population included all 2nd, 4th and 6th semester students (total = 539). Students’ performance in the PBL discussion process was assessed using a standard evaluation form. Data was collected using questionnaires of students’ characteristics and documents of students’ achievements. Data was analyzed statistically using SPSS version 11.5. The overall response rate was 69%, with response rates of 71.5%, 63.5% and 72.1% from 2nd, 4th and 6th semester students respectively. Students’ method of admission and level of education correlated with the performance (p<0.05). Discussion scores showed a moderate correlation with module scores (r= 0.398, p <0.001) and low correlation with GPA (r = 0.283, p <0.001). However, the module scores showed a strong correlation with GPA (r=0.725, p<0.001). Students’ admission and level of education affects students’ academic outcomes. Discussion’ and module scores can be utilized as a predictor of students’ GPA.