Relation between Team Motivation, Enjoyment, and Cooperation and Learning Results in Learning Area Based on Team- based Learning among Students of Tehran University of Medical Science

Mohammad-davoudi, A; Parpouchi, Ashrafosadat

doi:10.1016/j.sbspro.2016.09.023

Cited by 11 publications

(7 citation statements)

References 5 publications

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“…According to [1] cooperative learning model can be used to improve students' learning motivation. It was supported by a research conducted by [11], learning outcome improved when group collaboration improved. If students motivation when working on group improved, so did their learning outcome.…”

Section: Resultsmentioning

confidence: 79%

Implementation of Cooperative Learning Inside-Outside Circle Model to Improve Elementary School Students' Motivation and Learning Outcome

Hartini¹,

Rusijono²,

Nasution³

2018

Proceedings of the 1st International Conference on Education Innovation (ICEI 2017)

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The aim of this research was to improve the fifthgrade students' motivation and learning outcomes on communication skills and cognitive aspect in SDN Ngagelrejo II Surabaya. This research used Classroom Action Research (CAR) and applied inside-outside circle which is one of cooperative learning models. The research was done with two cycles each of which consisted of planning, implementing, observing and reflecting. Questionnaires, observation, and tests were used to collect data. Data analysis technique used was descriptive quantitative analysis. The research result showed that students' motivation, communication skills, and cognitive aspect improved in each cycle. During the lessons, the students are well motivated, listen and understand the discussion.

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Section: Resultsmentioning

confidence: 79%

Implementation of Cooperative Learning Inside-Outside Circle Model to Improve Elementary School Students' Motivation and Learning Outcome

Hartini¹,

Rusijono²,

Nasution³

2018

Proceedings of the 1st International Conference on Education Innovation (ICEI 2017)

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“…One of the important factors in the learning process is motivation (Mohammad-Davoudi et al, 2016). Students who are motivated in the learning process will affect their learning outcomes, because their understanding of the concept will be better (Khaerunnisak, 2018), this is also in accordance with Sihombing et al (2021) stated that the better a person's learning motivation, the better his understanding of concepts, where motivation and understanding of concepts are things that can influence learning outcomes obtained from the results of students' problem solving.…”

Section: Introductionmentioning

confidence: 76%

Application of the 5E Learning Cycle Learning Model to Increase Student Learning Motivation in Sound Wave Material

Rizki¹,

Halim

Syukri

2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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This learning model consists of five stages, namely: (1) Engagement (generating interest), (2) Exploration, (3) Explanation, (4) Extend (expansion), and (5) Evaluation. In fact, from the results of observations made at the SMA Negeri Unggul Subulussalam school, it was found that the motivation of students still low. The purpose of this study was to increase students' learning motivation by applying the 5E Learning Cycle model to sound wave material. This research is a quantitative research type of non-equivalent control group design experiment. The population used in this study was students of class XI IPA with a sample of 60 people taken by purposive sampling. This study uses two classes, namely the experimental class and the control class. The results showed that the average value of the control class was 55.61 in the low category and the average value of the experimental class was 82.26 in the very high category.

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“…In this regard, they wanted more opportunities to demonstrate their abilities based on fairer evaluation criteria. Each student would actively study in the group if the reward was given only for one work or student, and team enjoyment and motivation variables has effect on learning effects [ 41 , 42 ]. Hence, we will focus on the fairness of rewards and optimize the frequency of FC-TBL classes to motivate each student to study in the future.…”

Section: Discussionmentioning

confidence: 99%

Online flipped classroom with team-based learning promoted learning activity in a clinical laboratory immunology class: response to the COVID-19 pandemic

et al. 2022

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Background Given the rapid development of clinical immunology technologies, students majoring in laboratory medicine should master the technological principles and application of clinical laboratory immunology. However, many are required to take online courses due to COVID-19 restrictions, which highlights the need to revisit teaching strategies. Recently, various medical education courses (such as Biochemistry, Physiology, etc.) have implemented the flipped classroom (FC) and team-based learning (TBL) methods, resulting in more positive teaching evaluations. To promote the students' mastery of the difficult knowledge effectively during the online teaching work, we evaluated the performance of online FC-TBL in a clinical laboratory immunology course. Methods Sixty-two third-year students from two classes majoring in Laboratory Medicine were recruited and divided into two groups, including one group with traditional lecture-based learning teaching strategy (LBL group) and the other group with LBL or online FC combined with TBL teaching strategy (FC-TBL group). We selected three chapters to conduct FC-TBL teaching in class. All participants took in-class quizzes and final examinations that targeted the same knowledge points. Finally, all participants completed anonymous questionnaires asking for their perceptions of the respective teaching models. In addition, we conducted a survey of teaching suggestions by a FC-TBL class of students majoring in Laboratory Medicine. Results The FC-TBL group (vs LBL group) had significantly higher scores on the in-class quizzes and final examinations, and also reported high satisfaction with the FC-TBL model. These findings indicate that FC-TBL is suitable for clinical laboratory immunology, as the participants quickly gained essential knowledge. Specifically, FC-TBL helped to “increase learning motivation,” “promote self-directed learning skills,” “extend more related knowledge,” “enhance problem-solving abilities,” “enhance clinical reasoning abilities,” and “enhance communication skills.” For participants’ suggestions, 48.38% (15/31) students held positive attitude to FC-TBL teaching strategy compared to 25.81% (8/31) students who considered FC-TBL teaching strategy still needs continuous improvement, and 25.81% (8/31) students reported that they believed FC-TBL teaching strategy was perfect and no further suggestions. Conclusions Online FC-TBL effectively enhanced learning activity among students of a clinical laboratory immunology course. This is particularly useful in the COVID-19 context.

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Relation between Team Motivation, Enjoyment, and Cooperation and Learning Results in Learning Area Based on Team- based Learning among Students of Tehran University of Medical Science

Cited by 11 publications

References 5 publications

Implementation of Cooperative Learning Inside-Outside Circle Model to Improve Elementary School Students' Motivation and Learning Outcome

Implementation of Cooperative Learning Inside-Outside Circle Model to Improve Elementary School Students' Motivation and Learning Outcome

Application of the 5E Learning Cycle Learning Model to Increase Student Learning Motivation in Sound Wave Material

Online flipped classroom with team-based learning promoted learning activity in a clinical laboratory immunology class: response to the COVID-19 pandemic

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