41 65

Cited 0 times in

문제중심학습 수업에 내재된 학습동기 유발요인과 수업효과성의 관계

Other Titles
 Relationship between ARCS (Attention, Relevance, Confidence, and Satisfaction) Learning Motivation Factors and Class Effectiveness Inherent in Problem‐Based Learning Classes 
Authors
 이미숙  ;  채수은 
Volume
 16 
Number
 3 
Start Page
 156 
End Page
 166 
Issue Date
2014
Keywords
Problem-based learning ; Motivation ; Program effectiveness ; Achievement
Abstract
The current study aimed to find the relationship between attention, relevance, confidence, and satisfaction (ARCS) learning motivation and class effectiveness inherent in problem-based learning (PBL) classes designed for dental and nursing students. Seventy-nine participants responded to survey items for motivation and class effectiveness after completion of their classes. The study findings were as follows. First, the differences among the dental**, clinical**, and nursing** PBL classes were identified in terms of class effectiveness (F=3.63, p<0.05) and academic achievement (F=13.9, p<0.01). Second, three learning motivation factors― satisfaction (t=4.07, p<0.01), confidence (t=2.84, p=0.01), and relevance (t=2.96, p<0.01)―appeared to determine class effectiveness in the abovementioned order. Only attention (t=2.02, p=0.05) was significantly related to academic achievement. Third, the relationship between hours of learner contribution to the PBL tasks and academic achievement was statistically significant. Therefore, we suggest the incorporation of ARCS motivation factors in PBL classes on the basis of the characteristics of each major and grade.
Files in This Item:
oak-pub-00463 Download
DOI
2014
Appears in Collections:
1. College of Medicine (의과대학) > Korean Medical Education Review (의학교육논단) > 1. Publications
URI
https://ir.ymlib.yonsei.ac.kr/handle/22282913/159094
사서에게 알리기
  feedback

qrcode

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.

Browse