Abstract
[Purpose] To examine the effects and challenges of education using problem-based learning (PBL) tutorial systems, as well as changes in students’ learning behavior. [Subjects and Methods] A free description-style questionnaire survey was conducted over 3 years, involving first to fourth-year students, and quantitative text analysis of their responses was performed. [Results] Through cluster analysis, factors, such as “active participation in PBL classes” and “the development of self-directed learning attitudes”, were extracted. In code analysis of each school year, fourth-year students showed an increase in the number of active attitude-related codes and self-learning-related codes. [Conclusion] Increases in students’ self-directed learning behavior and frequency of self-learning supported the effectiveness of PBL. Advanced-year students with a longer experience of PBL showed behavioral changes toward self-directed learning, suggesting the necessity of developing programs that promote such changes through the entire curriculum.
