Problem-based e-learning on the level of learning and academic motivation of medical students

Document Type : Research Paper

Authors

1 Department of Educational sciences, Faculty of Psychology and Educational Sciences, University of Tehran , Tehran, Iran

2 Department of Educational Psychology, Medical Sciences Branch, Islamic Azad University, Tehran, Iran.

3 Department of Educational Sciences, Central Tehran Branch, Islamic Azad University, Tehran, Iran.

Abstract

Introduction: Corona crisis has attracted the attention of all educational environments such as universities, schools and organizations for e-learning, but the quality of e-learning and its results, such as learning and academic motivation must also be considered. The aim of this study was to determine the effect of problem-based e-learning on the learning and motivation of medical students in coronary conditions.
Method: The research method was quasi-experimental with pre-test and post-test design with experimental and control groups. From the statistical population of medical students of Ardabil University of Medical Sciences, 32 students were selected using available sampling method and were randomly divided into experimental and control groups. The experimental group was exposed to problem-oriented e-learning for two months and the e-learning group was directly exposed to the control group. A researcher-made learning questionnaire and academic motivation (Vallerend et al., 1989) were used. Research findings were analyzed using covariance.
Results: The results showed that the average learning and academic motivation of the experimental group increased from 6.81 and 69.56 in the pre-test stage to 17.50 and 92.31 in the post-test stage, respectively. The results of analysis of covariance showed that after removing the effect of pretest, the mean scores of posttest of the two groups were statistically significant (p≥0.005).
Conclusion: The results of this study showed that the use of e-learning's problem-Based approach in coronary conditions can be effective in increasing the learning and academic motivation of medical students.

Keywords


1. Favale T, Soro F, Trevisan M, Drago I, Mellia M. Campus traffic and e-Learning during COVID-19 pandemic.
Computer networks. 2020 Jul 20; 176:107290.
2. WHO. Novel coronavirus (COVID-19) situation report- 15 Feb 4. (2020). https://www.who.int/ docs/ defaultsource/ coronaviruse/ situationreports/ 20200204- sitrep 15 ncov. Pdf, sfvrsn. 88fe8ad62. Caccessed feb 4,
2020.
3. Azlan CA, Wong JH, Tan LK, Huri MS, Ung NM, Pallath V, Tan CP, Yeong CH, Ng KH. Teaching and
learning of postgraduate medical physics using Internet-based e-learning during the COVID-19 pandemic–A
case study from Malaysia. Physica Medica. 2020 Dec 1; 80:10-6.
4. Radha R, Mahalakshmi K, Kumar VS, Saravanakumar AR. E-Learning during lockdown of Covid-19
pandemic: A global perspective. International journal of control and automation. 2020;13(4):1088-99.
5. Imani Jajromi H. Social consequences of the outbreak of coronavirus in Iranian society. 2021; Social impact
assessment, Corona Special Letter.
6. Chang CL, Fang M. E-Learning and online instructions of higher education during the 2019 novel coronavirus
diseases (COVID-19) epidemic. InJournal of Physics: Conference Series 2020 Jun 1 (Vol. 1574, No. 1, p.
012166). IOP Publishing.
7. Lin HF. Measuring online learning systems success: Applying the updated DeLone and McLean model.
Cyberpsychology & behavior. 2007 Dec 1;10(6):817-20.
8. Aboagye E, Yawson JA, Appiah KN. COVID-19 and E-learning: The challenges of students in tertiary
institutions. Social Education Research. 2021:1-8.
9. Raes A, Vanneste P, Pieters M, Windey I, Van Den Noortgate W, Depaepe F. Learning and instruction in the
hybrid virtual classroom: An investigation of students’ engagement and the effect of quizzes. Computers &
Education. 2020 Jan 1; 143:103682.
10. Law KM, Geng S, Li T. Student enrollment, motivation and learning performance in a blended learning
environment: The mediating effects of social, teaching, and cognitive presence. Computers & Education. 2019
Jul 1; 136:1-2.
11. Bećirović S. Motivation, anxiety and students’ performance. Ahmetović, E., Bećirović, S., and Dubravac. 2020
Jun 17; 2020:271-89.
12. Jiang Y, Rosenzweig EQ, Gaspard H. An expectancy-value-cost approach in predicting adolescent students’
academic motivation and achievement. Contemporary Educational Psychology. 2018 Jul 1; 54:139-52.
13. Gbollie C, Keamu HP. Student academic performance: The role of motivation, strategies, and perceived
factors hindering Liberian junior and senior high school students learning. Education Research International.
2017 Mar 20;2017.
14. Moreno-Guerrero AJ, Aznar-Díaz I, Cáceres-Reche P, Alonso-García S. E-learning in the teaching of
mathematics: an educational experience in adult high school. Mathematics. 2020 May;8(5):840.
15. Seok S. Teaching aspects of e-learning. International journal on e-learning. 2008 Oct;7(4):725-41.
16. Badali M, Hatami J, Farrokhnia M, Noroozi O. The effects of using Merrill’s first principles of instruction on
learning and satisfaction in MOOC. Innovations in Education and Teaching International. 2020 Aug 26:1-0.
17. Mansoori S, Abedini-baltork M, Lashkari H, Bagheri S. Effectiveness of Problem-Based Learning on Student's
Academic Performance: A quasi-experimental study. RME. 2017; 9 (1) :8-1
18. Jin J, Bridges SM. Educational technologies in problem-based learning in health sciences education: a
systematic review. Journal of medical internet research. 2014;16(12):e251.
19. O’Connor K. Constructivism, curriculum and the knowledge question: tensions and challenges for higher
education. Studies in Higher Education. 2020 Apr 10:1-1.
20. Arifin IF, Musaddad AA, Sudiyanto S. PBL (Problem Based Learning) Model Based on Constructivist
Sosioculturalism: Theory and Concept of The Millennial Era of Learning Model. Yupa: Historical Studies
Journal. 2018 Dec 31;2(2):115-25.
21. Zhou Z. An empirical study on the influence of PBL teaching model on college students’ critical thinking
ability. English Language Teaching. 2018;11(4):15–20.
22. Miner-Romanoff K., Rae A., Zakrzewski C.E. A holistic and multifaceted model for ill-structured experiential
problem-based learning: Enhancing student critical thinking and communication skills. Journal of Problem
Based Learning in Higher Education. 2019;7(1):70–96.
23. Salari M., Roozbehi A., Zarifi A., Tarmizi R.A. Pure PBL, hybrid PBL and lecturing: Which one is more
effective in developing cognitive skills of undergraduate students in pediatric nursing course. BMC Medical
Education. 2018;18(1):195.
24. Prince KJ, Van Mameren H, Hylkema N, Drukker J, Scherpbier AJ, Van der Vleuten CP. Does problem-based
learning lead to deficiencies in basic science knowledge? An empirical case on anatomy. Medical Education
2003; 37 (1): 15-21.
25. Safaruddin S, Ibrahim N, Juhaeni J, Harmilawati H, Qadrianti L. The Effect of Project-Based Learning
Assisted by Electronic Media on Learning Motivation and Science Process Skills. Journal of Innovation in
Educational and Cultural Research. 2020 Jun 27;1(1):22-9.
26. Argaw AS, Haile BB, Ayalew BT, Kuma SG. The effect of problem based learning (PBL) instruction on
students’ motivation and problem solving skills of physics. Eurasia Journal of Mathematics, Science and
Technology Education. 2016 Dec 14;13(3):857-71.
27. Vallerend RJ, Pelletier LG, Blais MR, Briere NM, Senecal C, Vallieres EF. The Academic Motivation Scale:
Ameasure of intrinsic, extrinsic, and a motivation in education. Journal of Educational and Psychological
Measurement 1992; 52 (4): 1003-1017.
28. Akhavan tafti M, Kadkhodaie M. The effect of Success Strategies Instruction on Self-efficacy and Academic
Motivation of Students in university. RME. 2017; 9 (1) :66-58
29. Edelhauser E, Lupu-Dima L. Is Romania prepared for eLearning during the COVID-19 pandemic?
Sustainability. 2020 Jan;12(13):5438.
30. Kibret S, Teshome D, Fenta E, Hunie M, Taye MG, Fentie Y, Tamire T. Medical and Health Science Students’
Perception Towards a Problem-Based Learning Method: A Case of Debre Tabor University. Advances in
Medical Education and Practice. 2021; 12:781.
31. Gardner J, Barclay M, Kong Y, LeVally C. Designing an accelerated graduate evaluation course using the first
principles of instruction and interactive media. Journal of Educational Technology Systems. 2020
Jun;48(4):493-517.
32. Ozturk C, Muslu GK, Dicle A. A comparison of problem-based and traditional education on nursing students'
critical thinking dispositions. Nurse Educ Today 2008; 28(5): 627-32.
33. Shabani H. Education and skills (teaching methods and techniques). Tehran, Iran: The Study and Development
of University Books; 2012
34. Orji CT, Ogbuanya TC. Mediating roles of ability beliefs and intrinsic motivation in PBL and engagement in
practical skills relations among electrical/electronic education undergraduate. Innovations in Education and
Teaching International. 2020 Aug 26:1-1.
35. Pratiwi VD, Wuryandani W. Effect of Problem Based Learning (PBL) Models on Motivation and Learning
Outcomes in Learning Civic Education. JPI (Jurnal Pendidikan Indonesia). 2020 Sep 4;9(3):401-12.
36. Ngereja B, Hussein B, Andersen B. Does Project-Based Learning (PBL) Promote Student Learning? A
Performance Evaluation. Education Sciences. 2020 Nov;10(11):330.
37. My LT, Hang NT, Thao NT, Oanh DT. Integrating project-based learning (PBL) in EFL learning: An effective
tool to enhance the students’ motivation. International Journal of Advanced Research and Management.
2020;5(11):9-19.
38. Chanchalor S, Chomphutong P. Teaching model focus utilizing a student centered strategy for vocational
students. World Trans Engin Tech Educ. 2004;3(1):75-8.