A study of the relationship between problem based learning tutorial group activity and student achievement

This study evaluated the relationship between Problem Based Learning (PBL) tutorial group activity and pharmacy student achievement. Subjects were second professional year pharmacy students in the Harrison School of Pharmacy at Auburn University, who were enrolled in the Pharmacotherapy module sequence. The students' exposure to the first eight weeks of this sequence were studied. A total of 49 students entered the study and were randomly assigned to six student groups. Each group was assigned a faculty facilitator.; Initial, baseline variables were studied to determine if pre-existing differences existed among groups in various measures of grade-point average (GPA), Pharmacy College Admission Test Scores (PCAT), and learning styles. No significant differences were found. All group meetings were videotaped. Meeting activities were sampled and observed behavior was categorized by the act observed and the content of observation.; Pre-PBL and post-PBL measures of achievement variables were administered. Repeated measures analysis indicated that significant differences existed in average pre-PBL and post-PBL scores for all subjects for several variables, including self-directed learning readiness and intrinsic goal orientation. Significant group x time interactions were also identified.; Chi square analysis of activities during student group meetings revealed that significant differences were found among groups in the frequency of many observed activities. Finally, this study found that certain types of observed group meeting activities (for example, facilitator behavior) were associated with higher and lower levels of achievement for particular variables.; These findings are important because they suggest that exposure to PBL methods improves several of the different measures of achievement used in this study, both among all subjects and among student groups. Objective evidence such as this is not common in the literature.; Videotaped meetings of the student groups revealed that significant differences did exist in the occurrence of certain activities observed during the meetings. This type of analysis is infrequently found in PBL research.; Finally, this study suggests that a relationship exists between certain observed group activities and achievement. Important implications in regards to training and preparation for group meetings are identified. Future research is recommended on the impact of training and preparation on achievement and group activity variables. The use of different types of research methodologies is also recommended.