The study of validity and reliability for the scale of self-efficacy perception of problem-based learning

Objective: Undergraduate students requiring high-level thinking skills are expected to acquire the appropriate skills and attitudes such as learning management, multi-disciplinary perspective, critical thinking, cooperative learning, lifelong learning and personal development. Problem-based learning, a student-centered learning and teaching approach in small groups, satisfies those expectations. This approach is shown to be effective for students in developing skills and attitudes such as, communication, teamwork, problem solving, developing responsibility for learning, information sharing, critical thinking, giving value to others. Self-efficacy belief determines one’s behavioral preference, level of deal and consistency, pattern of thought, and emotional reaction. There are studies which aim to improve learning via developing self-efficacy. The aim of this study is to develop a measurement tool that detects the student’s levels of self-efficacy belief regarding problem-based learning approach on the base of developing problem-solving skills. Materials and Methods: Exploratory and confirmatory factor analysis was conducted on the data of self-efficacy perception gathered from the students of Haccettepe University Faculty of Medicine. Results: Kaiser-Meyer-Olkin (KMO) coefficient of the scale was 0,935, 53,421% of variance explained the factors, and Cronbach α for the entire scale was calculated as 0,905. Conclusion: The scale developed on purpose consisted of 18 items. There was a three-factor structure of the scale. There were nine items under the title of group interaction; five under problem solving and four under responsibility. The scale also met the exterior construction validity. The scale is a valid and reliable measurement tool that can be used in the studies of self-efficacy belif among students of problem-based-learning.