Mediating roles of ability beliefs and intrinsic motivation in PBL and engagement in practical skills relations among electrical/electronic education undergraduate

Abstract

The need to determine the mechanisms of change that explain why problem-based learning (PBL) interventions are effective necessitated this study. The current study draws on survey responses from 78 electrical/electronic technology education undergraduates at public universities in southeast Nigeria to test the hypotheses suggested. Hierarchical Multiple Regression results indicate that students’ ratings of PBL associated positively with engagement in practical skills acquisition (EPSA) as well as with intrinsic motivation and students’ ability beliefs. Also, mediation analysis suggests that intrinsic motivation and ability beliefs mediate PBL experiences and student EPSA. Our results highlight the critical potential of PBL for increasing student EPSA. Therefore, for technical students and educators, technical administrators, and policymakers who seek effective ways of improving the teaching and learning of practicals, this study provides essential information.