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This study developed and evaluated the validity and reliability of a Problem-Based Learning (PBL) module, guided by McMaster's Model, for use in Bachelor of Property Management programmes across public and private universities in Malaysia. While existing research on PBL predominantly focuses on implementation and outcomes, few studies have explored PBL integration specifically within Property Management curricula. This study addressed two key objectives: establishing a theoretical framework for module development and assessing the validity and reliability of the module’s content and sub-constructs. Results indicated high content validity, achieving an 82% overall score in alignment with Russell’s criteria (Rusell in Modular Instruction: A Guide to the Design, Selection, Utilization and Evaluation of Modular Materials, Burgess Publishing Company, New York, 1974). Expert assessments showed that the module’s problem-solving scenarios were highly effective in facilitating students’ analytical (91.13%), evaluative (93.33%), inferential (91%), inductive reasoning (87.51%), and deductive reasoning (87.33%) skills. This module presents an innovative, research-based resource for educators in Property Management, enhancing pedagogical approaches and learning outcomes. Findings provide valuable insights for the development of impactful teaching tools in property management education.

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Validation and Reliability of an Integrated Problem-Based Learning Module on Property Management in Malaysian Universities

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  • 发表日期：

    2025年

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  • Mohd Nazir Md. Zabit,
  • Tirzah Zubeidah Zachariah,
  • Mad Ithnin Md. Salleh,
  • Muhamad Najib Mohamed Razaly,
  • Nurul Fadly Habidin,
  • Sabariah Eni,
  • Siti Hafsah Zulkarnain

摘要

This study developed and evaluated the validity and reliability of a Problem-Based Learning (PBL) module, guided by McMaster's Model, for use in Bachelor of Property Management programmes across public and private universities in Malaysia. While existing research on PBL predominantly focuses on implementation and outcomes, few studies have explored PBL integration specifically within Property Management curricula. This study addressed two key objectives: establishing a theoretical framework for module development and assessing the validity and reliability of the module’s content and sub-constructs. Results indicated high content validity, achieving an 82% overall score in alignment with Russell’s criteria (Rusell in Modular Instruction: A Guide to the Design, Selection, Utilization and Evaluation of Modular Materials, Burgess Publishing Company, New York, 1974). Expert assessments showed that the module’s problem-solving scenarios were highly effective in facilitating students’ analytical (91.13%), evaluative (93.33%), inferential (91%), inductive reasoning (87.51%), and deductive reasoning (87.33%) skills. This module presents an innovative, research-based resource for educators in Property Management, enhancing pedagogical approaches and learning outcomes. Findings provide valuable insights for the development of impactful teaching tools in property management education.