Abstract
Abstract: Introduction: Motivation contributes greatly to learning, being a predictor of student performance. Thus, instruments that assess motivation after exposure to different teaching strategies and materials can contribute to the analysis and decision on its effectiveness. In this sense, the Instructional Materials Motivation Survey (IMMS) instrument measures students’ motivation after instructional activities. Objective: This study aimed to evaluate the evidence of validity of the IMMS, previously translated and cross-culturally adapted to Brazilian Portuguese. Method: Cross-sectional study used to evaluate the psychometric properties of the IMMS questionnaire, applied to 211 students from the first, third and fourth semesters of the medical course at José do Rosário Vellano University (Unifenas - Campus Belo Horizonte). The principal component analysis (PCA) with Varimax rotation and Cronbach’s alpha coefficient were used to assess the validity and reliability of the instrument. Results: The PCA reduced the instrument’s items from 36 to 25 items, distributed in four dimensions. The saturation of the items in the dimensions ranged from 0.529 to 0.790 and the total explained variance was 63.12%. The reliability of the modified IMMS (IMMS-BRV), measured by Cronbach’s alpha, ranged from 0.76 (Attention dimension) to 0.93 (Interest dimension). Conclusion: The IMMS application in the remote education scenario, through asynchronous video lectures of human anatomy, resulted in an alternative instrument (IMMS-BRV), with fewer items (more parsimonious) and good internal consistency, demonstrating preliminary evidence of its validity and reliability adequacy.
Highlights
Motivation contributes greatly to learning, being a predictor of student performance
Several theories have been conceived to explain the factors and phenomena that interfere with the motivation for learning, such as intrinsic and extrinsic motivation theory, selfdetermination, social cognitive theory, the expectancy-value theory, as well as the ARCS (Attention, Relevance, Confidence and Satisfaction) model, which supports the construct of the Instructional Materials Motivation Survey (IMMS) instrument, analyzed in the present study[2,3]
Considering the heterogeneity of the results of the described studies, their situational characteristic and the importance of investigating theirapplicabilitytomeasuremedicalstudents’motivationinthe context of remote teaching of basic sciences, this study aimed to analyze the evidence of the IMMS construct validity, previously translated and adapted into Brazilian Portuguese, applied to students attending the first two years of the undergraduate medical course at UNIFENAS (Campus Belo Horizonte), to assess their motivation in relation to asynchronous video classes of human anatomy, attended during the social isolation period due to the COVID-19 pandemic
Summary
Motivation contributes greatly to learning, being a predictor of student performance. Instruments that assess motivation after exposure to different teaching strategies and materials can contribute to the analysis and decision on its effectiveness. In this sense, the Instructional Materials Motivation Survey (IMMS) instrument measures students’ motivation after instructional activities. The purpose of the teaching methods is to provide an environment that facilitates student learning In this context, motivation is directly related to the efforts made by a certain person to acquire knowledge or develop a certain skill. Instruments based on solid theories, which assess motivation, after exposure to different teaching strategies and materials, can contribute to the analysis and decision about their effectiveness. Several theories have been conceived to explain the factors and phenomena that interfere with the motivation for learning, such as intrinsic and extrinsic motivation theory, selfdetermination, social cognitive theory, the expectancy-value theory, as well as the ARCS (Attention, Relevance, Confidence and Satisfaction) model, which supports the construct of the Instructional Materials Motivation Survey (IMMS) instrument, analyzed in the present study[2,3]
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