摘要：Purpose: This study was conducted to develop and provide a preliminary evaluation of an in-strument to measure students’ readiness for Problem-Based Learning (PBL). The instrument as-sessed students’ readiness for four main aspects of the PBL environment: problem-solving, self-directed learning, collaborative learning, and critical thinking. Methods: The Readiness for PBL (RPBL) instrument was trialed in two polytechnics in Singa-pore. Exploratory and confirmatory factor analyses, as well as internal consistencies, were used to explore the internal structure of the instrument. Results: The results of the study confirmed that the internal structure of the instrument was tenable within the cohorts that participated in the study. Conclusions: The results of this study suggest that the RPBL may provide a practical means by which students’ readiness for PBL may be assessed, with the goal of enhancing the benefits of PBL environments for these students.
