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KMID : 1038320190160010036
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보건의료교육평가
2019 Volume.16 No. 1 p.36 ~ p.36
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A conceptual model for students’ satisfaction with team-based learning using partial least squares structural equation modelling in a faculty of life sciences, in the United Kingdom
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Manfrin Andrea
Apampa Bugewa
Parthasarathy Prabha
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Abstract
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Purpose: Students’ satisfaction is an essential element in higher education. This study aimed to identify paths and predictive power of students’ satisfaction during team-based learning (TBL) activities in the faculty of life sciences using partial least squares structural equation modelling (PLS-SEM).
Methods: In 2018?2019, at the University of Sussex (Falmer, UK), 180 life science students exposed to TBL were invited to participate in the study. Team-Based-Learning-Student-Assessment-Instrument was used. A conceptual model was developed for testing six hypotheses. H1: What was the effect of TBL on student satisfaction? H2: What was the effect of lectures on student satisfaction? H3: What was the effect of TBL on accountability? H4: What was the effect of lectures on accountability? H5: What was the effect of accountability on student satisfaction? H6: What were the in-sample and out-of-sample predictive power of the model? The analysis was conducted using the PLS-SEM approach.
Results: Ninety-nine students participated in the study giving a 55% response rate. Confirmatory tetrad analysis suggested a reflective model. Construct reliability, validity, average extracted variance, and discriminant validity were confirmed. All path coefficients were positive, and 5 were statistically significant (H1: β=0.587, P<0:001; H2: β=0.262, P<0.001; H3: β=0.532, P<0.001; H4: β=0.063, P=0.546; H5: β=0.200, P=0.002). The in-sample predictive power was weak for Accountability, (R2=0.303; 95% confidence interval [CI], 0.117?0.428; P<0.001) and substantial for Student Satisfaction (R2=0.678; 95% CI, 0.498?0.777; P<0.001). The out-of-sample predictive power was moderate.
Conclusion: The results have demonstrated the possibility of developing and testing a TBL conceptual model using PLS-SEM for the evaluation of path coefficients and predictive power relative to students’ satisfaction.
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KEYWORD
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Least-squares analysis, Personal satisfaction, Problem-based learning, Students, United Kingdom
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