Date of Award

5-15-2024

Degree Type

Thesis

Degree Name

Master of Health Professions Education

First Advisor

Dr. Syeda Kausar Ali

Second Advisor

Dr. Javeria Rehman

Third Advisor

Dr. Rahila Ali

Department

Educational Development

Abstract

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 after ethical approval from both Aga Khan University and Shifa College of Dentistry, by randomly sampling the BDS 1st 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. The data of 46 students was included in the study (22 students in the Tutorial Group and 24 in the Jigsaw group). Data was analyzed using SPSS-26.
Results: The gender distribution of participants in the study was found to be 19.57% (9) male and 80.43% (37) female. The mean age of the study participants was found to be 19.52 ± 0.983 years. The mean pre-test scores of the academic achievement test for the control (tutorial) group was 16.58 ± 2.997 and for the experimental (jigsaw) group was 16.58 ± 3.296 (p-value=0.765). The mean posttest 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). After the 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.

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Last Page

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