The Effects of a havruta Method on the Self-directed learning and Learning Motivation

Abstract

www.ejpbl.org Copyright 2019 International Society for Problem-Based Learning This is an Open Access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/ by-nc/4.0/) which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited. 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.