Skip to main content

Table 2 Basic motivation and interest across different study groups

From: Investigating the self-study phase of an inverted biochemistry classroom – collaborative dyadic learning makes the difference

Items about basic motivation and interest Basic group Individual group Collaborative group Total Group comparison
(SD) (SD) (SD) (SD)
n 42 76 75 193  
It is for me of great personal importance to study human medicine 5.36 5.51 5.40 5.43 n. s.
(0.96) (0.77) (0.97) (0.89) (F(2,190) = 0.46, p = 0.63)
I prefer to talk about the content of my study subject than about others subjects 3.33 3.38 3.21 3.30 n. s.
(0.85) (1.20) (1.07) (1.08) (F(2,190) = 0.45, p = 0.64)
I deal intensively with certain questions of my studies, also independent of examination requirements 3.79 4.01 3.67 3.83 n. s.
(1.03) (0.98) (1.30) (1.13) (F(2,190) = 1.85, p = 0.16)
I chose my current study mainly because of the interesting topics 5.00 5.10 4.73 4.94 n. s.
(1.04) (1.01) (1.28) (1.13) (F(2,190) = 2.14, p = 0.12)
My interest in biochemistry is very high 3.57 3.57 3.45 3.53 n. s.
(1.09) (1.22) (1.23) (1.19) (F(2,190) = 0.22, p = 0.80)
My motivation to learn biochemistry is very high 3.50 3.56 3.33 3.46 n. s.
(1.04) (1.23) (1.30) (1.22) (F(2,190) = 0.68, p = 0.51)
  1. The items were rated by the students on a Likert-type scale from 1 (strongly disagree) to 6 (strongly agree). SD standard deviation, n.s. not significant. Between group comparisons were carried out with ANOVAs