The relationship between the monitored performance of tutors and students at PBL tutorials and the marked hypotheses generated by students in a hybrid curriculum

Figures & data

Table 1. Summary of exploratory factor analysis of PBL monitoring instrument.

Items	Factor 1: Performance of students	Factor 2: Performance of tutor
Leader encourages all group members to participate in the discussion	0.85	0.06
Leader allows everyone to express his/her views	0.82	0.13
Students encourage cooperative behaviour in the group	0.80	0.43
Leader summarizes the views at appropriate period during the discussion	0.72	0.20
All students get involved in group discussions	0.66	0.36
Leader emphasizes clarification of different issues	0.65	0.03
Students respond to feedback from tutor	0.63	0.22
Record keeper participates in group discussions	0.55	0.46
Students ask stimulating questions	0.55	0.44
Leader starts PBL session on time	0.50	−0.08
Tutor encourages recording of contributions during brainstorming	0.16	0.87
Tutor encourages noting down hypotheses and learning objectives properly	0.11	0.82
Tutor creates a supportive and comfortable learning environment	−0.04	0.75
Tutor guides students in formulating learning objectives	0.45	0.67
Tutor promotes critical thinking skills	0.25	0.67
Tutor encourages cooperative behaviour in the group	0.12	0.58
Tutor encourages all students including less involved students to take part in discussion	0.26	0.56
Tutor ensures students adhere to polite norms of spoken communication	0.45	0.56
Tutor intervenes when discussion goes off track	0.54	0.55
Tutor ensures group follows the steps of PBL	0.44	0.54
Item not included
Tutor facilitates self-directed learning	−0.01	0.44
Eigenvalues	7.01	3.22
Contribution to variance (%)	33.37	15.35
Cronbach’s alpha	0.87	0.86

Factor loadings of 0.50 or more are in bold.

Table 2. Rubric used to mark the hypotheses generated by PBL groups.

	A+ (10)	A (8)	B (7)	C (5)
Critical issues	All critical issues in the problem are identified	All critical issues in the problem are identified	Most of the critical issues in the problem are identified	Less than 50% of the critical issues in the problem are identified
Explanations	Detailed explanations are given for all critical issues. Issues not clearly stated in the problem are identified and properly explained	Detailed explanations are given for at least 75% of the issues identified	Detailed explanations are given for at least 50% of the issues identified	Detailed explanations are given for less than 50% of the issues identified

Numbers in brackets are the marks associated with the letter grades.