Journal Article

Comparative study of the effect of two small group discussion teaching methods (Tutorial vs Jigsaw) on academic motivation and achievement of undergraduate dental students – a preliminary study

Rehman, Javeria, Ali, Syeda Kauser, Haider, Ambreen Khurshid

2025

Overview

Background Academic Motivation forces students to work harder to achieve their educational goals and increases their academic achievement. Teaching methodologies are one of the ways to cater learning needs of students and improve academic motivation. However, there is a paucity of literature comparing the two small group discussion methods for their effect on academic motivation and the academic achievement. This study aims to analyze which small group discussion teaching method (between jigsaw and tutorial) is more effective in improving the academic motivation and achievement of undergraduate dental students. . Methods This experimental study was conducted at Shifa College of Dentistry, randomly sampling the BDS 1 st year students into two teaching groups (Jigsaw and Tutorial). Three teaching sessions were conducted within the module to teach the same topics to both groups. Multiple Choice Questions and a shorter version of the Academic Motivation Scale were administered to both groups before and after the intervention, to compare differences in scores. Data was analyzed using SPSS-26. Results The data of 46 students was included in the study (22 students in the Tutorial Group and 24 in the Jigsaw group). The mean pre-test scores of the academic achievement test for the control (tutorial) group was 16.86 ± 2.997 and for the experimental (jigsaw) group was 16.58 ± 3.296 ( p -value=0.765). The mean post-test scores were 17.32 ± 3.859 and 19.50 ± 3.162 for the control and experimental group respectively ( p -value=0.041). The control group and the experimental group had mean academic motivation scores of 56.05 ± 15.32 and 59.83 ± 10.09 respectively, before the intervention ( p -value=0.324). Post intervention, the two groups had mean academic motivation scores of 57.66 ± 11.87(control group) and 72.17 ± 12.42 (experimental group). There was a statistically significant difference in the mean scores on the academic motivation scale ( p value=0.000) between the two groups after intervention. Conclusion The jigsaw method is more effective in improving academic motivation and achievement of undergraduate dental students.

• Publisher: BioMed Central,BioMed Central Ltd,Springer Nature B.V,BMC
• Subject: Academic achievement / Academic achievement in medical education / Academic motivation in medical education / Academic Success / Achievement tests / Active learning / Active teaching & learning method in undergraduate dentistry / Adult / Biology / Collaboration / College students / Communication Skills / Comparative Analysis / Comparative Education / Consent / Control Groups / Cooperative learning / Data Collection / Dental Evaluation / Dental Schools / Dental students / Dentistry / Departments / Education / Education reform / Education, Dental - methods / Educational Change / Educational Development / Educational evaluation / Educational Measurement / Educational objectives / Educational research / Educational Strategies / Employee motivation / Ethics / Experimental Groups / Female / Graduate Students / Group Discussion / Humans / Incentives / Independent study / Instructional Effectiveness / Instructional Materials / Jigsaw method / Knowledge / Learning Experience / Learning Motivation / Lifelong Learning / Likert scale / Likert Scales / Male / Measurement Techniques / Medical Education / Medical education in low- and middle-income countries / Medical students / Methods / Motivation / Motivation in education / Multiple choice / Participation / Professional ethics / Professionals / Questionnaires / Students, Dental - psychology / Surveys / Teachers / Teaching / Teaching methods / Theory of Medicine/Bioethics / Tutorials in medical education / Young Adult