Comparison of two teaching methods, lecture, and virtual teaching, on the motivation and academic progress of dental students
Abstract
Abstract
Background: Effective education for learning in professional fields, especially dentistry, is one of the necessities of society, and considering the importance of oral and maxillofacial diseases in dentistry as well as the lack of information in the field of comparing modern teaching methods and traditional methods.
Objectives: This study was conducted to compare the effect of two methods of face-to-face education, lecture, and virtual education, on the motivation and academic progress of 6th-semester dental students.
Methods: In this randomized intervention study, 36 students in the 6th semester of dentistry in Birjand were randomly divided into two intervention and control groups. In the control group, the face-to-face teaching method was used in lecture style, and in the second group, the online virtual teaching method was used. Before and after the intervention, the same written test of educational content was taken from both groups, and academic motivation was measured with the Academic Motivation Scale (AMS) of Vallerand et al. The data were
analyzed with SPSS software and using descriptive statistics, independent t-tests, and paired t-tests. The P-value was considered significant at the level of 0.05.
Results: The average age of the participants in the face-to-face training group was 23.89 ± 2.826, and in the virtual group was 23.50 ± 1.855, which was not statistically significant (P = 0.629). There was no significant difference between the average scores of students’ motivation and academic progress between the two groups before (P > 0.05) and after the intervention (P > 0.05). Although there was an increase in students’ average scores of academic motivation and academic progress after the intervention between the two groups of face-to-face education and virtual education, there was no statistically significant (P > 0.05).
Conclusions: It seems that virtual teaching, like lecture teaching, can be effective in students’ academic progress and motivation and can be considered a complementary teaching method.
Keywords: Traditional Education; Virtual Education; Academic Motivation; Academic Progress
1. Bass EB, Fortin AHt, Morrison G, Wills S, Mumford LM, Goroll AH. National survey of Clerkship Directors in Internal Medicine on the competencies that should be addressed in the medicine core clerkship. The American journal of medicine. 1997;102(6):564-71.
2. Schwerdt G, Wuppermann AC. Is traditional teaching really all that bad? A within-student between-subject approach. Economics of Education Review. 2011;30(2):365-79.
3. Badanara marzdashty A, Emami Sigaroudi A, Kazemnezhad-Leyli E, Poursheikhian M. Compare the effect of two electronic and traditional education methods on first principles of instruction in nursing students of Guilan University of Medical Sciences in 2016. Research in Medical Education. 2018;10(1):48-55.
4. Fakhari E, Seyfi N, Najafi M, Ali Vakili M. Process of the utilizing of flipped classroom for knowledge and satisfaction improvement of dental students in the periodontal and pediatric per clinical courses. Journal of Medicine and Spiritual Cultivation. 2017;26(3):213-8.
5. Ruiz JG, Mintzer MJ, Leipzig RM. The impact of E-learning in medical education. Academic medicine : journal of the Association of American Medical Colleges. 2006;81(3):207-12.
6. Kayzouri A, Sadeghpour M. A Comparison on the Effects of Traditional, E-learning and Traditional-E learning on the pharmacology course of nursing students. Journal of Sabzevar University of Medical Sciences. 2017;24(2):127-3.
7. Saeedinejat S, Vafaeenajar A. The Effect of E-Learning on Students' Educational Success. Iranian Journal of Medical Education. 2011;11(1):1-9.
8. Schilling K, Applegate R. Best methods for evaluating educational impact: a comparison of the efficacy of commonly used measures of library instruction. Journal of the Medical Library Association : JMLA. 2012;100(4):258-69.
9. Tamannaifar M. R., Gandomi Z. Correlation between achievement motivation and academic achievement in university students. Bimonthly of Education Strategies in Medical Sciences. 2011;4(1):15-9.
10. Steinmayr R, Weidinger AF, Schwinger M, Spinath B. The Importance of Students’ Motivation for Their Academic Achievement – Replicating and Extending Previous Findings. Frontiers in Psychology. 2019;10.
11. Mohamadi E, Banaderakhshan H, Borhani F, Hoseinabadi-Farahani M. Factors Affecting Achievement Motivation In Nursing Students: A cross-sectional study. 2 Journal of Nursing Education. 2015;4(2):60-7.
12. Payrovi N, Derakhshan F, Karimi T, Asefzadeh S. Factors influencing the selection of study field in students of Qazvin University of Medical Sciences. Journal of Inflammatory Diseases. 2012;16(2):87-90.
13. Alizadeh S, Sigarchian M. The Motivation of Choosing Midwifery Field of Study and Related Factors among the Midwifery Students of Islamic Azad University, Rasht Branch, Iran. Strides Dev Med Educ. 2013;10:78-86.
14. Chao SH, Brett B, Wiecha JM, Norton LE, Levine SA. Use of an online curriculum to teach delirium to fourth-year medical students: a comparison with lecture format. Journal of the American Geriatrics Society. 2012;60(7):1328-32.
15. Hannay M, Newvine T. Perceptions of distance learning: A comparison of online and traditional learning. Journal of online learning and teaching. 2006;2(1):1-11.
16. Moazami F, Bahrampour E, Azar MR, Jahedi F, Moattari M. Comparing two methods of education (virtual versus traditional) on learning of Iranian dental students: a post-test only design study. BMC Medical Education. 2014;14(1):45.
17. Zarif Sanaiey N, Karamizadeh Z, Faghihi AA, Mohammadi H. The comparison study of Knowledge and skill of physicians before and after contributionin traditional and electronic continuous Medical Education Diabetic course. Interdisciplinary Journal of Virtual Learning in Medical Sciences. 2012;3(1):21-30.
18. Azizi A, Alaee A, Valaii N, Amjadzadeh M, Fardinnasr A. Knowledge and satisfaction of dental students with the instruction of oral andmaxillofacial medicine: Web-based instruction versus the traditional instruction. journal of research in dental sciences. 2017;14(1):57-62.
19. Rosenfeld G. A comparison of the outcomes of distance learning students versus traditional classroom students in the community college [Ph.D. thesis%X The purpose of this study was to compare the achievement and completion rates of students in traditional face-to face classrooms to that of students in the same courses, taught by the same instructors, via the Internet using WebCT as the learning management system. The possibility of a mediating effect of subject matter area, student age, race, gender and previous college experience was also examined.
Subjects for the study were 796 students enrolled in general education courses that were offered in the traditional classroom setting and in the distance learning format. The three general education courses chosen were American History, English Composition and Mathematics for Liberal Arts. Approximately half of the students participated in each format; 50.5% were in distance learning courses and 49.5% were in the traditional face-to-face courses.
Student achievement was determined by final course grade and tested using an independent two-sample t-test. Completion rates were calculated for both groups and the difference between groups was tested using a two-sample z-test. To study the impact of subject matter, age, race, gender and previous college experience on student achievement and completion rates in both methods of instruction, a series of two-way ANOVAs were conducted for each group and each variable. A post-hoc analysis using the Tukey HSD procedure was conducted on any variables that tested to have a statistically significant effect on the academic achievement or completion rate in either delivery method.
The findings of this study indicate that there was no difference in student achievement as measured by final course grade between distance learning and traditional classroom delivery methods. The main effect for age, race, gender and previous college experience was statistically significant on student achievement. The interaction effect was statistically significant for subject matter and previous college experience on student achievement.
There was a statistically significant difference between completion rates of students enrolled in traditional face-to-face courses compared to those in distance learning courses. The traditional courses have a higher completion rate than the distance learning courses. The variable with the greatest mediating effect on academic achievement and completion rates between delivery methods was subject matter area.
]: Florida Atlantic University; 2005.
20. kuhpayehzadeh j, khoshnevisan MH, Beyranland A. Comparison of the two Virtual and Traditional teaching methods in learning the course of the "Introduction to Dental equipment and their maintenance" for the students of the PhD General dentistry at Shahid Beheshti University of Medical Sciences. Razi Journal of Medical Sciences. 2016;23(143):63-70.
21. Hale LS, Mirakian EA, Day DB. Online vs classroom instruction: student satisfaction and learning outcomes in an undergraduate Allied Health pharmacology course. Journal of allied health. 2009;38(2):e36-42.
22. Vallerand RJ, Pelletier LG, Blais MR, Briere NM, Senecal C, Vallieres EF. The Academic Motivation Scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and psychological measurement. 1992;52(4):1003-17.
23. Javadi A, Faryabi R. Relationship between motivation and academic performance in students at Birjand University of Medical Sciences. Bimonthly of Education Strategies in Medical Sciences. 2016;9(2):142-9.
24. Reime MH, Harris A, Aksnes J, Mikkelsen J. The most successful method in teaching nursing students infection control - E-learning or lecture? Nurse education today. 2008;28(7):798-806.
25. Nourian A, Nourian AHM, Ebnahmadi A, Bagheban AA, Khoshnevisan MH. Comparison of E-learning and Traditional Classroom Instruction ofDental Public Health for Dental Students of Shahid Beheshti Dental School during 2010-2011. Shahid Beheshti University Dental Journal. 2012;30:174-83.
26. Woo MA, Kimmick JV. Comparison of Internet versus lecture instructional methods for teaching nursing research. Journal of professional nursing : official journal of the American Association of Colleges of Nursing. 2000;16(3):132-9.
27. Ryan M, Carlton KH, Ali NS. Evaluation of traditional classroom teaching methods versus course delivery via the World Wide Web. The Journal of nursing education. 1999;38(6):272-7.
28. Zolfaghari M, Mehrdad N, Parsa Yekta Z, Salmani Barugh N, Bahrani N. The Effect of Lecture and E-learning Methods on Learning Mother and Child Health Course in Nursing Students. Iranian Journal of Medical Education. 2007;7(1):31-9.
29. Noohi E, Khandan M, Mirzazadeh A. Effective of electronic education on knowledge attitude and self-care in patient’s diabetic type 2 refer to diabetic center of Kerman University of medical science. Nursing research. 2011;6(22):73-80.
| Files | ||
| Issue | Vol 6, No 3 (2022) | |
| Section | Articles | |
| DOI | https://doi.org/10.18502/htaa.v6i3.12434 | |
| Keywords | ||
| traditional education virtual education academic motivation academic progress | ||
| Rights and permissions | |
|
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
