Abstract:

Introduction:
From the framework of the European Higher Education Area, it is necessary for universities to develop new teaching-learning models.It is committed to a model focused on learning, whose the student is the center of learning process.To implement this paradigm is necessary, a change of approach in teaching methodology. Problem-based learning (PBL) is a teaching/learning strategy is based on the presentation of a real problem, in which the students must organize themselves into small groups to find the solution. The objective was to analyze the impact of the PBL methodology on the level of motivation of the students and to describe if it influences the dimensions of cooperative learning.

Methods:
A prospective, non-randomized and controlled trial, blinded by the evaluator, was proposed among the students of the Respiratory Physiotherapy subject of the Degree in Physiotherapy of the University of Valencia during the 2021/22 academic year. The study was approved by the Ethics Committee (1689798). The PBL methodology used was the 4x4 PBL and was carried out over 13 practical sessions, each lasting 3.5 hours. The evaluation of motivation was carried out before beginning and at the end. The evaluation of the dimensions of cooperative learning was carried out at the end of the program. The Spanish version of the Educational Motivation Scale (EME) was used. It is a questionnaire with 28 items distributed in sub scales that evaluates the three types of motivation: intrinsic, extrinsic and amotivation. The dimensions of cooperative learning were measured using the cooperative learning questionnaire (CLQ) by Fernández-Rio et al. The items are subdivided into five dimensions: social abilities (CLQ_SA), group processing (CLQ_GP), positive interdependence (CLQ_PI), promotional interaction (CLQ_PRI), and individual responsibility (CLQ_IR).

Results:
30 participants were included (60% were women), with a mean age of 20.6 (SD 2.12) years. No statistically significant differences (p>0.05) were found in the EME instrument between the beginning and the end of the study. The CLQ values in the cooperative work participants at the end of the training were 4.71, with high satisfaction values in each of the dimensions that make up cooperative learning: CLQ_SA: 4.75; CLQ_PG: 4.81; CLQ_PI 4.66; CLQ_PRI: 4.70; CLQ_RI: 4.62. The relationship between both scales, showed that there was a positive correlation between EME in the identified regulation subsection (extrinsic motivation) and several dimensions of CLQ: CLQ_SA (r=0.535; p=0.002); CLQ_GP (r=0.510; p=0.004); CLQ_PRI (r=0.44, p=0.014); CLQ_IR (r=0.513; p=0.004), as well as regarding the overall score (r=0.531, p=0.003). In addition, relationships were observed between CLQ_IP and EME in the categories of internal motivation to knowledge (r=0.425; p=0.019) and to stimulating experiences (r=0.393; p=0.032), as well as an inverse relationship between amotivation and CLQ_IPR (r=-0.389; p=0.034).

Conclusion:
It is observed that the 4x4 model of problem-based learning does not directly influence the degree of motivation of the students. However, the different dimensions of cooperative learning, and these in turn correlate with motivation. However, the correlation between learning and motivation shows that this strategy can affect the different components of motivation.

Keywords:

Problem-based learning, motivation, cooperative dimensions.