Motivation to learn in university science students studying anatomy: A mixed‐methods analysis of what drives learning

Abstract

Exploring student motivation to learn is a research area that has rapidly expanded over the past decade, especially as the COVID‐19 pandemic continues to influence education. In the field of anatomy, most research about motivation to learn targets medical and other health professional students, but little is known about factors that drive students enrolled in science degrees. The aims of this mixed‐methods study were to determine: (1) what motivates undergraduate university science students to learn anatomy, and whether motivation differs between cohorts (second‐ and third‐year) and gender; and (2) the impact of COVID‐19 on motivation to learn. Students (n = 171) completed a survey (the Science Motivation Questionnaire II [SMQII] and questions about learning experiences during the pandemic) and a subset (n = 12) participated in focus groups/interviews. Quantitative data were analyzed using a combination of parametric and non‐parametric statistics, and a general inductive approach was applied to qualitative data. Grade, intrinsic, and career factors were consistently identified as the key components of motivation. No statistically significant differences were found for motivation components between level of study or gender. Students reported that the COVID‐19 pandemic negatively impacted motivational components, but it had also fast‐tracked the development of online learning, with both positive and negative connotations. Students value traditional in‐person lectures but support a blended approach of traditional and online teaching methods for learning anatomy. Educators should utilize these findings when considering how to teach and support science students in ways that embrace motivational components to foster success in those studying anatomy.