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