Changes in Learning and Motivation due to Implementation of the Knowledge Construction Jigsaw Method

Abstract

[Purpose] This study investigated changes in academic motivation due to the knowledge construction jigsaw method. [Participants and Methods] The subjects were 33 senior-year students of a physical therapist training school. The knowledge construction jigsaw method was carried out for 4 weeks. The academic motivational questionnaire (External regulation, Introjected regulation, Identified regulation, Intrinsic motivation) was used to compare academic motivation pre- and post- the knowledge construction jigsaw method. In addition, a mock test was used to divide the subjects into a high-academic grade group (high group), a medium-academic grade group (medium group), and a low-academic grade group (low group), and a pre-study time questionnaire was conducted post the knowledge construction jigsaw method. [Results] A negative correlation was found between the amount of change in the items of External regulation and the results of the mock test. The amount of change in the items of Identified regulation was significantly higher in the medium group than in the low group. The amount of change in the items of Intrinsic motivation was significantly higher in the high group. [Conclusion] It was found that the characteristic of academic motivation in the high and medium groups was psychological desire triggering learning behavior.