Motivation to learn physiology using self-study

Abstract

Student preference and motivation for learning a second-year basic physiology unit using two teaching approaches was investigated. A total of 145 chiropractic/ osteopathy (n = 66) and physical education/human movement students (n = 79) were taught in the first semester using a traditional lecture/infiequent testing system and in the second semester using a self-study/fiequent testing system. At the completion of the year students were asked to complete a questionnaire which assessed their preference for the teaching methods used, the reasons for their preference and their level of motivation for learning with respect to the methods used. Analysis showed that 80% of the students preferred the self-study/frequent testing method, and the main reasons given were that it gave them more control and independence in the learning process and that the frequent testing provided them with feedback and extrinsic motivation to study regularly.