Effects of Different Class Formats on Willingness to Learn: Group Discussion

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  • YOSHIZAWA Takashi
    Department of Physical Therapy, Yachiyo Rehabilitation College
  • MATSUNAGA Hidetoshi
    Department of Physical Therapy, Faculty of Health Care Science, Himeji Dokkyo University
  • FUJISAWA Shigeko
    Department of Physical Therapy, Faculty of Science, International University of Health and Welfare

Bibliographic Information

Other Title
  • 授業形式の違いが学習意欲に及ぼす効果について　　‐グループディスカッション授業の効果‐
  • 授業形式の違いが学習意欲に及ぼす効果について--グループディスカッション授業の効果
  • ジュギョウ ケイシキ ノ チガイ ガ ガクシュウ イヨク ニ オヨボス コウカ ニ ツイテ グループ ディスカッション ジュギョウ ノ コウカ
  • Group Discussion
  • ─グループディスカッション授業の効果─

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Description

[Purpose] We compared lesson awareness between group discussion (GD)classes and traditional (TT) classes and investigated the relationship with willingness to learn. [Subjects] The subjects were 103 students in the physical therapy department of a vocational school. [Method] GD and TT classes took place. We performed factor analysis on the results of a class awareness survey carried out in the GD class, and compared the scores of the subscales of both classes. In addition, we also investigated the relationship between the subscale scores of the GD class and willingness to learn. [Results] In the factor analysis of the GD class survey results, Factor 1 (self-initiated positive attitude to classes) and Factor 3 (motivated to learn) had higher subscale scores than TT classes. In addition, for Factor 1 as well as Factor 3, self-motivation showed an especially high correlation with willingness to learn. [Conclusion] We think that GD classes are a lesson format which can raise levels of self-motivation higher than those of TT classes.<br>

Journal

  • Rigakuryoho Kagaku

    Rigakuryoho Kagaku 24 (3), 369-374, 2009

    The Society of Physical Therapy Science

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