The Influence of Teams Games Tournament (TGT) on Students’ Motivation and Collaboration Skills in Learning Acid-Base

Abstract

This study examines the impact of the Teams Games Tournament (TGT) model on students' motivation and collaboration skills in the context of the acid-base topic. Using a quantitative approach with a quasi-experimental pretest-posttest nonequivalent control group design, the study involved 49 students: 28 in the experimental group (TGT model) and 21 in the control group (discovery learning). Two instruments were used: the Science Motivation Questionnaire II (25 items) and the Teamwork Competency Scale (30 items). Data analysis was conducted using the Mann-Whitney U and Wilcoxon tests with SPSS version 30. Results showed a significant increase in learning motivation in the experimental group compared to the control group (p 0.05), particularly in intrinsic motivation, career motivation, self-determination, self-efficacy, and grade motivation. However, no significant difference was found in students' collaboration skills between the two groups (p 0.05), indicating that the TGT model did not significantly improve collaboration. In conclusion, the TGT learning model is effective in enhancing students' motivation for learning acid-base concepts; however, it does not significantly influence their collaboration skills. These findings suggest that combining TGT with other instructional strategies may be necessary to foster both motivation and collaboration among students.