Please use this identifier to cite or link to this item:
https://hdl.handle.net/10356/72634
Title: | Situational interest in team-based learning | Authors: | Lee, Hai Quan | Keywords: | DRNTU::Science::Medicine | Issue Date: | 2017 | Abstract: | Purpose: Team-Based Learning (TBL) is a teaching strategy that has become increasingly popular in medical education. While studies have been done regarding outcomes from TBL, there is a lack of research about the TBL process itself. In this study, the aim is to investigate how situational interest – a transient form of interest which is evoked by one’s engagement with a task – changes during the different phases of TBL. Method: A class of second-year undergraduate medical students in Singapore participated in this study. Situational interest was measured after every TBL phase using a micro-analytical Measurement approach, and the data were analysed using a one-way repeated measures analysis of variance (ANOVA). Results: Results showed that there was a significant main effect of the TBL stages on situational interest, (F(2.72,215.16)=6.09, p=0.001, ηp 2=0.07). Situational interest remained stable during the initial stages of TBL, and decreased in the Post-Burning Questions phase, and increased in the Post-Application Exercise phase. Conclusion: TBL is generally quite stimulating in terms of generating situational interest, and the trend of situational interest during TBL conforms to the prevailing knowledge-deprivation hypothesis that awareness of a knowledge gap results in increased situational interest during learning. | URI: | http://hdl.handle.net/10356/72634 | Fulltext Permission: | restricted | Fulltext Availability: | With Fulltext |
Appears in Collections: | LKCMedicine Student Reports (FYP/IA/PA/PI) |
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._LEE_HAI_QUAN-Situational_Interest_in_TBL_-_Turnitin_Version_FINAL.pdf Restricted Access | 312.72 kB | Adobe PDF | View/Open |
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