两个小组讨论教学方法 (Tutorial vs Jigsaw) 对本科牙科学生的学术动机和成绩的影响的比较研究 - - 一项初步研究
Ambreen Khurshid Haider1, Javeria Rehman2, Syeda Kauser Ali3,4
1Shifa College of Dentistry, Shifa Tameer-e-Milat University, Islamabad, Pakistan. annietanoli@gmail.com.
与教学方法相比,拼图教学方法显著提高了牙科学生的学术动力和成绩. 这种小组讨论方法提高了本科牙科教育的学习成果.
科学领域:
- 医学教育 医学教育
- 牙科教育 牙科教育
- 教育心理学教育心理学
背景情况:
- 学术动机对于学生的成功和成绩至关重要.
- 教学方法影响学生的动机和学习.
- 有限的研究比较了拼图和教程方法的学术动机和成就.
研究的目的:
- 为了比较拼图和教程小组讨论方法的有效性.
- 为了确定哪种方法可以提高本科牙科学生的学术动力和成绩.
主要方法:
- 实验研究与随机分配的第一年牙科学生到拼图和辅导小组.
- 两个小组对同一主题进行三次教学课程.
- 干预前后评估学术成绩 (MCQ) 和动机 (AMS).
主要成果:
- 干预后,拼图组的学业成绩得分明显更高 (p=0.041).
- 拼图组在干预后的学术动机分数呈现出统计学意义上的显著增加 (p=0.000).
- 干预前的动机和成就分数在各组之间是可比的.
结论:
- 拼图教学方法比自学教学方法更有效地提高学术动机.
- 拼图方法在提高牙科本科生学术成绩方面也更有效.
- 这项研究强调了Jigsaw方法作为牙科教育中卓越的教学策略.
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