FACTORS RELATED TO MOTIVATION OF OCCUPATIONAL THERAPY STUDENTS FOR ACTIVE LEARNING

Active learning, such as problem-based learning, is an effective education method, although it may not be sufficient to improve student’s self-directed learning readiness. A survey was administered to 47 occupational therapy... [ view full abstract ]

Active learning, such as problem-based learning, is an effective education method, although it may not be sufficient to improve student’s self-directed learning readiness. A survey was administered to 47 occupational therapy students during a university course to identify the predictive factors for measuring the effect of active learning. The programme of active learning included a series of five different group works was planned. Before the programme, basic knowledge and self-learning activity were evaluated by examination and questionnaire, respectively. Student attitudes towards life events related to learning motivation were assessed using a 24-item questionnaire developed by us to assess self-conception of mental health based on Ellis’ rational emotive behaviour therapy. The scale composed of five categories: commitment, realistic thinking, fairness, acceptance and social interest. After completing the programme, the self-evaluated effectiveness of active learning was measured, and the students were separated into four groups based on the scores of the questionnaire. Students with high scores in commitment and realistic thinking responded that active learning was highly effective, although a few students in this group scored low in basic knowledge. On the other hand, students with low scores in commitment and high scores in realistic thinking responded that active learning was not highly effective, despite their scores in basic knowledge. These findings suggest that assessment of student attitudes is important before introducing the concept of active learning.