Evaluation of different teaching interventions to motivate agricultural students in the lecture of animal health

Authors

  • Alexander Grahofer Animal Physiology, Department of Environmental Systems Science, ETH Zurich, Switzerland
  • Roman Suter Educational Development Unit, University of Bern, Switzerland

DOI:

https://doi.org/10.16906/lt-eth.v2i1.84

Abstract

Student motivation is an important factor for successful learning. The aim of this study was to describe and evaluate specific teaching interventions used in teaching animal health to students of agronomy. For evaluating the motivation of students, the MUSIC® Model from Jones rated on a 6-point Likert type scale was used. By means of the MUSIC® inventory and open questions at the end of the semester, students were asked about their perception of different interventions during the course. The caring component of the lecturer was evaluated at highest (5.7), followed by success (5.1), interest (4.8), usefulness (4.6) and empowerment (4.5) of the topics in this class. Furthermore, usefulness and interest seem to be the main driver for motivation among students in this study. Therefore, interventions which activate these components such as field trips with exercises and group discussions, should be regularly used in teaching to improve the motivation of students.

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Published

2020-09-14

Issue

Vol. 2 No. 1 (2020): Student learning

Section

Articles

License

Copyright (c) 2020 Alexander Grahofer, Roman Suter

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution (CC-BY-NC-ND) 4.0 License that allows others to share the work with an acknowledgment of the work’s authorship and initial publication in this journal.