Abstract
BackgroundDue to the progress in COVID-19, education has undergone a huge change all around the world, leading all universities to move towards distance learning. In this context, the majority of instructors tend to make use of the educational methods that maintain and improve students’ motivation and, consequently, promote their academic performance. This study aimed to compare the effects of synchronous online class and the combination of flipped and jigsaw methods on students’ academic motivation.MethodsThis quasi-experimental study was conducted on 84 BSc nursing students who had entered Shiraz University of Medical Sciences in two different years. One group was educated in a synchronous online class, while the other group was educated using a combination of flipped and jigsaw methods. Both classes were enrolled in online classes due to the COVID-19 pandemic. The participants’ academic motivation was evaluated using Harter’s Academic Motivation Scale.ResultsThe results revealed no significant difference in the intrinsic and extrinsic dimensions of academic motivation in the synchronous online class group before and after the intervention. However, a significant increase was observed in the mean scores of academic motivation (p = 0.002) and its intrinsic (p = 0.003) and extrinsic (p = 0.031) dimensions in the flipped-jigsaw method group after the intervention. Moreover, the mean scores of academic motivation (p = 0.007) and its intrinsic (p = 0.038) and extrinsic (p = 0.010) dimensions were significantly higher in the flipped-jigsaw method group compared to the synchronous online class group after the intervention.ConclusionsSince the COVID-19 pandemic has led educational institutions to use virtual education methods, the combination of flipped and jigsaw methods may improve students’ academic motivation in distance learning.
Highlights
Due to the progress in COVID-19, education has undergone a huge change all around the world, leading all universities to move towards distance learning
This study aimed to explore the effects of synchronous online classes and the combination of flipped and jigsaw methods on students’ academic motivation
The results indicated that the groups were homogeneous with regard to age and sex, but were significantly different regarding Grade Point Average (GPA) (p < 0.001) (Table 1)
Summary
Due to the progress in COVID-19, education has undergone a huge change all around the world, leading all universities to move towards distance learning. In this context, the majority of instructors tend to make use of the educational methods that maintain and improve students’ motivation and, promote their academic performance. In order to control the prevalence of this disease, governments had to close educational institutions temporarily, which affected 91% of the student population around the world [3]. Psychologists have stated that motivation should be taken into consideration in education due to its relationship with learning. The required energy for carrying out the academic tasks was produced by motivation [8]
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
