BACKGROUND: In problem-based learning (PBL), problems represent the starting point of students' learning activities. Therefore, the quality of these problems should be high, in that they should be of an adequate level of complexity and structuredness. Previous research has proposed several guidelines for constructing problems, but some of them are rather vague and are not based on empirical evidence. The present study aimed to validate a short questionnaire that can be used to assess the degree of complexity and structuredness of PBL problems. METHOD: This paper outlines Jonassen's theory, on which the questionnaire is based, and its relationship and applicability to PBL problems. The questionnaire was validated by means of confirmatory factor analysis. RESULTS: The results showed that students were able to distinguish PBL problems that were too simple and those that were too well-structured, but found it difficult to distinguish problems that were too complex or too ill-structured. CONCLUSION: The questionnaire may be used to measure the levels of complexity and structuredness of a problem as perceived by students and can provide teachers with feedback about the quality of problems.
BACKGROUND: In problem-based learning (PBL), problems represent the starting point of students' learning activities. Therefore, the quality of these problems should be high, in that they should be of an adequate level of complexity and structuredness. Previous research has proposed several guidelines for constructing problems, but some of them are rather vague and are not based on empirical evidence. The present study aimed to validate a short questionnaire that can be used to assess the degree of complexity and structuredness of PBL problems. METHOD: This paper outlines Jonassen's theory, on which the questionnaire is based, and its relationship and applicability to PBL problems. The questionnaire was validated by means of confirmatory factor analysis. RESULTS: The results showed that students were able to distinguish PBL problems that were too simple and those that were too well-structured, but found it difficult to distinguish problems that were too complex or too ill-structured. CONCLUSION: The questionnaire may be used to measure the levels of complexity and structuredness of a problem as perceived by students and can provide teachers with feedback about the quality of problems.