Browsing by Author "Loh, Kah Heng"

The problem-based learning (PBL) environment enables learners to learn from a real world problem, which incorporates uncertainty to provoke real learning. Students must possess high level of communication skills, ability to identify and define problems, seeking and evaluating information and use it effectively, which are embraced under the broad term of information (IL) skills. The purpose of this research was twofold: 1) To study the impact of IL skills training on uncertainty reduction, learning performance, and academic self-efficacy (ASE). 2) To examine the relationship among these variables. 78 students (2008 FALL Semester of American Degree Programme at Taylor’s University College, Malaysia) participated in this study. Solomon Four-group quasi experimental design was utilized in this study. The independent variables consist of information literacy (IL) skills training and pretest. The dependent variables consist of uncertainty, learning performance, and “ASE”. ASE was measured in a questionnaire adapted from Klobas. Uncertainty was measured in a (30-item) self-reporting questionnaire. Learning performance consists of 3 components: 1) Learning satisfaction, measured in a self-reporting, questionnaire adapted from Davis (10 items), 2) “Attitude of Learning” was evaluated throughout problem-based learning process, and 3) “learning scores” was obtained from test marks and assessment of the report submitted. Results from T-test, factorial ANOVA, One-way ANOVA and ANCOVA showed that IL skills training has an impact on the uncertainty reduction, improvement of “ASE”, and learning performance. Pearson’s correlation analysis revealed that there was a significant correlation among these variables. This research contributes to the field of higher education and information literacy which suggested that by integrating information literacy skills training with the collaboration from library staff and educator will empower students in exploring and maximising their potential in deep learning, hence it enhances knowledge acquisition in a problem-based learning (PBL) environment.