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- Title
Theory of Reasoned Action in Exploring Factors Affecting Lecturers' Intention to Adopt PBL.
- Authors
Barman, Snigdha; Barman, Arunodaya
- Abstract
Introduction: Problem Based Learning method is the most advisable method in institutions, but this method may be new to some university lecturers. Consequently, when it is vital sometimes to agree to the new-fangled method and learn its all new techniques, it possibly will not be welcomed by the teachers. The purpose of this study is to identify the determinants of university lecturers intention to adopt Problem Based Learning. Methods: This was a cross-sectional questionnaire based study with a sample of 112 lecturers of USM, chosen by random sampling. Theory of Reasoned Action (TRA) model was used to explore the effect of two external variables: knowledge and skill; three independent variables: attitude, subjective norm and perceived belief control on adoption of PBL by the lecturers. Multiple Regression analysis was used to find how these two external variables affect these three independent variables. Discriminant analysis was used to test the effect three independent variables on the dependent variable, adoption. Results: The findings of the study indicate that, the lecturers knowledge on PBL affect their attitude and perceived belief control when their skills on PBL affect their subjective norm positively and significantly. Lecturers attitude, subjective norm and perceived belief control about PBL affect their intention to adopt PBL. Conclusion: The three independent variables of this study lecturers attitude, subjective norm and perceived belief control about PBL affect their adoption of PBL positively and significantly.
- Subjects
LECTURE method in teaching; PROBLEM-based learning; QUESTIONNAIRES; MULTIPLE regression analysis; THEORY of reasoned action; CROSS-sectional method
- Publication
International Medical Journal, 2016, Vol 23, Issue 4, p331
- ISSN
1341-2051
- Publication type
Article