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. 2011 Oct;16(4):465-79.
doi: 10.1007/s10459-011-9272-9. Epub 2011 Jan 18.

Cognitive engagement in the problem-based learning classroom

Jerome I Rotgans  1 , Henk G Schmidt
Affiliations

Cognitive engagement in the problem-based learning classroom

Jerome I Rotgans et al. Adv Health Sci Educ Theory Pract. 2011 Oct.

Abstract

The objective of the present study was to examine to what extent autonomy in problem-based learning (PBL) results in cognitive engagement with the topic at hand. To that end, a short self-report instrument was devised and validated. Moreover, it was examined how cognitive engagement develops as a function of the learning process and the extent to which cognitive engagement determines subsequent levels of cognitive engagement during a one-day PBL event. Data were analyzed by means of confirmatory factor analysis, repeated measures ANOVA, and path analysis. The results showed that the new measure of situational cognitive engagement is valid and reliable. Furthermore, the results revealed that students' cognitive engagement significantly increased as a function of the learning event. Implications of these findings for PBL are discussed.

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Figures

Fig. 1
Fig. 1
Measurement occasions of the situational cognitive engagement measure during a 1-day problem-based learning process
Fig. 2
Fig. 2
Mean values of the situational cognitive engagement measurements (SCEM) during a 1-day problem-based learning event
Fig. 3
Fig. 3
Causal relationships between the five measurement occasions of situational cognitive engagement during a 1-day PBL event. Note: Numbers above the arrows represent standardized regression weights. All standardized regression weights are statistically significant at the 1% level
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