两种小组讨论教学方法（辅导式教学与拼图式教学）对本科牙科学生学习动机和学业成绩影响的比较研究——一项初步研究。
Comparative study of the effect of two small group discussion teaching methods (Tutorial vs Jigsaw) on academic motivation and achievement of undergraduate dental students - a preliminary study.
作者信息
Haider Ambreen Khurshid, Rehman Javeria, Ali Syeda Kauser
机构信息
Shifa College of Dentistry, Shifa Tameer-e-Milat University, Islamabad, Pakistan.
Department for Educational Development and Pathology & Laboratory Medicine, Aga Khan University, Karachi, Pakistan.
出版信息
BMC Med Educ. 2025 May 6;25(1):660. doi: 10.1186/s12909-025-07244-1.
BACKGROUND
Academic Motivation forces students to work harder to achieve their educational goals and increases their academic achievement. Teaching methodologies are one of the ways to cater learning needs of students and improve academic motivation. However, there is a paucity of literature comparing the two small group discussion methods for their effect on academic motivation and the academic achievement. This study aims to analyze which small group discussion teaching method (between jigsaw and tutorial) is more effective in improving the academic motivation and achievement of undergraduate dental students. .
METHODS
This experimental study was conducted at Shifa College of Dentistry, randomly sampling the BDS 1 year students into two teaching groups (Jigsaw and Tutorial). Three teaching sessions were conducted within the module to teach the same topics to both groups. Multiple Choice Questions and a shorter version of the Academic Motivation Scale were administered to both groups before and after the intervention, to compare differences in scores. Data was analyzed using SPSS-26.
RESULTS
The data of 46 students was included in the study (22 students in the Tutorial Group and 24 in the Jigsaw group). The mean pre-test scores of the academic achievement test for the control (tutorial) group was 16.86 ± 2.997 and for the experimental (jigsaw) group was 16.58 ± 3.296 (p-value=0.765). The mean post-test scores were 17.32 ± 3.859 and 19.50 ± 3.162 for the control and experimental group respectively (p-value=0.041). The control group and the experimental group had mean academic motivation scores of 56.05 ± 15.32 and 59.83 ± 10.09 respectively, before the intervention (p-value=0.324). Post intervention, the two groups had mean academic motivation scores of 57.66 ± 11.87(control group) and 72.17 ± 12.42 (experimental group). There was a statistically significant difference in the mean scores on the academic motivation scale (p value=0.000) between the two groups after intervention.
CONCLUSION
The jigsaw method is more effective in improving academic motivation and achievement of undergraduate dental students.
背景
学习动机促使学生更加努力地实现其教育目标，并提高他们的学业成绩。教学方法是满足学生学习需求和提高学习动机的途径之一。然而，比较两种小组讨论方法对学习动机和学业成绩影响的文献较少。本研究旨在分析哪种小组讨论教学方法（拼图法和辅导法）在提高本科牙科学生的学习动机和成绩方面更有效。
方法
本实验研究在希法牙科学院进行，将一年级口腔医学专业学生随机分为两个教学组（拼图组和辅导组）。在该模块内进行了三次教学课程，向两组教授相同的主题。在干预前后，对两组学生进行多项选择题测试和简短版的学习动机量表测试，以比较分数差异。使用SPSS-26对数据进行分析。
结果
本研究纳入了46名学生的数据（辅导组22名学生，拼图组24名学生）。对照组（辅导组）学业成绩测试的预测试平均分数为16.86±2.997，实验组（拼图组）为16.58±3.296（p值=0.765）。对照组和实验组的后测试平均分数分别为17.32±3.859和19.50±3.162（p值=0.041）。干预前，对照组和实验组的学习动机平均分数分别为56.05±15.32和59.83±10.09（p值=0.324）。干预后，两组的学习动机平均分数分别为57.66±11.87（对照组）和72.17±12.42（实验组）。干预后，两组在学习动机量表上的平均分数存在统计学显著差异（p值=0.000）。
结论
拼图法在提高本科牙科学生的学习动机和成绩方面更有效。
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