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The effectiveness of problem-based learning (PBL) on academic self-confidence and generic skills of graduate students in health-related fitness and wellness in Singapore
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Paper presented at the III International Conference of Physical Education and Sports Science (III ICPESS 2010) on “Youth in Physical Education and Sport”, Singapore, 25 - 28 May 2010
This study examined the effectiveness of Problem-based Learning (PBL) approach on enhancing graduate in-service physical education teachers' academic self-confidence, leadership and initiation. academic affect, and
information processmg competence. A pre-test/post-test with quasi-experimental design was used. 27 graduate in-service physical education teachers from the National Institute of Education, Nanyang Technological University, Singapore, in a health-related and wellness module participated in this study. The intervention comprised teaching participants using a PBL approach for 12 teaching weeks. Measuring scales of high validity and reliability were developed for this study to measure participants' self-concept, leadership, academic affect and their information processing competence. Averaged post-test scores in most of generic skill aspects ( 8 out of II) were significantly higher than pre-test scores. Students had in general more positive
attitudes toward the module and themselves at post-test than they had at pre-test. The results strongly support that teaching using a PBL approach is beneficial to both students' generic skill development and academic affect to teaching and learning.
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