Artikel,
The Effects of a havruta Method on the Self-directed Learning and Learning Motivation
Journal of Problem Based Learning, 6 (1): 3-9 (2019)
DOI: 10.24313/jpbl.2019.00143
Zusammenfassung
Purpose
This study aims to verify the effects of a havruta class on the self-directed learning and motivation for learning of college physical therapy students.
Methods
A descriptive study of the use of the havruta approach to learning and teaching. The subjects were 95 students of College A who had registered for musculoskeletal examination, assessment and practice in the second semester of 2018. The havruta method was applied for students for one semester, after which a paired t-test was performed to compare the dependent variables (self-directed learning and learning motivation).
Results
There were significant differences in self-directed learning (learning plan, execution and evaluation) and learning motivation (attention, relevance, confidence, and satisfaction).
Conclusion
These results suggest that the havruta approach to learning improves self-directed and motivation for learning. A follow-up study is necessary to further investigate the application of havruta in relation to evidence of sound inquiry processes within approaches to learning.
