STUDY ON IMPACT OF INTEREST AND MOTIVATION IN LEARNING OUTCOMES IN HIGHER EDUCATION

Background: We Learn by various methods like classroom teaching, problem based learning, task based learning, project based learning, portfolio writing and even by listening carefully to others. Learning occurs if we are interested and motivated to learn. At higher educational level, learning outcomes are better if students are active participants. Our students are fifth year medical students actively involved in preparation and presentation of lectures in tutorial classes to reinforce their knowledge after attending clinics. We undertook this study with following aims: 1. Does assessment motivates the students to learn? 2. Does it influences and improves the performance outcome? 3. Does the post-test performance differs if students are not informed? Subjects and Methods: All thirteen students (group A) posted with us were informed that they will be presenting on anaemia and zoonotic diseases and there shall be pre and post-test. On the day of presentation; pre and post-test were given on anaemia and zoonotic diseases. Another group of 13 students (group B) was asked to present on anaemia. It was a surprise test for group B, as they were not informed of pre and post- test. On the day of presentation, verbal consent was taken and pre-test was given to them. Once they finished lecture (PPT) presentation, we informed them of post-test and assessment was carried out. Results: Since it was a measurement of learning outcome after teaching, the same group of students was taken as control. We found significant difference in marks after lecture