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Table 3 Results of a multiple regression analysis between blended learning acceptance and PBL-related variables (i.e. influence of discussion, self-efficacy, self-directed learning, active participation, and tutor’s authority), controlled for covariates (i.e. gender, prior knowledge, and self-study time)

From: Does blended problem-based learning make Asian medical students active learners?: a prospective comparative study

 

B (95% CI)

SE B

β

p

Gender

0.093

(−0.417, 0.604)

0.093

0.046

0.716

Prior knowledge (CAT-CBT scores)

0.093

(−0.0417, 0.604)

0.014

−0.445

0.716

Self-study time

−0.011

(−0.045, 0.012)

0.009

−0.445

0.253

Self-directed learning

0.228

(0.006, 0.451)

0.111

0.241

0.044

  1. R2 = 0.568