Comparison of structured interactive lecture (SIL) and flipped classroom method (FCM) in learning ophthalmology topics among undergraduate medical students

Structured interactive lectures (SIL) and Flipped classroom methods (FCM) are newer teaching learning methods which utilise pedagogical way of teaching. This study intends to compare efficacy of both methods in the understanding of ophthalmology topics among undergraduate novice. To compare the effectiveness in learning, conduct of classes and perception of students regarding both methods.: Quasi experimental study. Duration – 6 months. Population- 6 sem students, sample size – 45 in each group. Three topics selected (of varying complexities) and taught by SIL and FCM method. Pretest and posttest were conducted to assess the knowledge acquired. Feedback regarding the conduct of both sessions were taken in Likert’s scale. Perception comparing both techniques were also evaluated. Difference between pretest scores were not significant. Difference between pretest and posttest scores were significant. SIL is better than FCM for undergraduate students posted for the first time in ophthalmology department. The students were enthusiastic with both methods. FCM was prefered by the students for motivation, subject retention, topic simplification and subject interest. The students narratives are discussed. Structured interactive lectures are better for improving knowledge. Flipped classrooms kept students active. A hybrid method maybe more effective. Long term followup is needed to evaluate recall and performance in exams.

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Implementation of Flipped Classroom Model and Its Effectiveness on English Speaking Performance

International Journal of Emerging Technologies in Learning (iJET) ◽

10.3991/ijet.v14i09.10348 ◽

2019 ◽

Vol 14 (09) ◽

pp. 130 ◽

Cited By ~ 1

Author(s):

Mohamad Yahya Abdullah ◽

Supyan Hussin ◽

Kemboja Ismail

Keyword(s):

Undergraduate Students ◽

Flipped Classroom ◽

Sampling Technique ◽

Oral Proficiency ◽

Proficiency Tests ◽

Willingness To Participate ◽

Significant Difference ◽

Quasi Experimental ◽

English Speaking ◽

Speaking Performance

In this study, combined method using pre and post oral proficiency tests, observation, and focus group interviews were used to examine the effectiveness of using flipped classroom model on English speaking performance. The study population consists of 27 undergraduate students who were attending the course of Advanced Communication Skills, in the academic year of 2018. A purposeful sampling technique, specifically quasi-experimental procedure was employed in this study. The analysis of quantitative and qualitative data showed that the application of FCM was an effective approach in the EFL speaking classroom. The results of paired-sample t-test indicated that there was a significant difference between pre and post oral proficiency tests t (26) = -14.83, p<0.001. Moreover, it was found that students’ involvement and willingness to participate in the English conversational tasks and their level of commitment and English speaking performance have increased gradually. In light of the findings, the study recommended encouraging teachers to employ modern technologies in their teaching strategies, particularly FCM.

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EFFECTS OF MOBILE INSTRUCTIONAL APP ON UNDERGRADUATE STUDENTS’ ACADEMIC PERFORMANCE IN ECONOMICS IN SOKOTO STATE, NIGERIA

International Journal of Strategic Research in Education, Technology and Humanities ◽

10.48028/iiprds/ijsreth.v8.i1.02 ◽

2020 ◽

Vol 8 (1) ◽

pp. 11-20

Author(s):

Nura Bawa ◽

◽

Asiyatu Bagudo ◽

Keyword(s):

Academic Performance ◽

Learning Environment ◽

Blended Learning ◽

Undergraduate Students ◽

Analysis Of Covariance ◽

Significant Difference ◽

Quasi Experimental ◽

Group 2 ◽

Teaching Learning ◽

Experimental Group

Mobile instructional app (MIA) is a set of instructions put together as a program usually installed on mobile devices to facilitate learning and improve academic performance. MIA helps to motivate students for the enhancement of positive academic performance, thus, it could be utilized in an individualized or in a blended learning environment to supplement traditional teaching-learning process. This study investigated the effects of mobile instructional app on undergraduate students’ academic performance in economics in Sokoto State. The study adopted quasi experimental with a pre-test and post-test, non-equivalent comparison involving 2x2 factorial design.All undergraduate students in Sokoto State formed population of the study. A total of 61 undergraduates formed the sample for the study, 34 for experimental group one (23 males and 11 females) from Sokoto State University (SSU) and 27 for experimental group one (22 males and 5 females) from Usmanu Danfodiyo University Sokoto (UDUS). Pilot study was carried out at Federal University Birnin Kebbi using twenty 100 level undergraduates. Economic Principles Test Instrument (EPTI) was used for data collection. Reliability coefficient of 0.78 using Kuder Richardson 20 (K-R, 20) was obtained. Research hypothesis one was tested using analysis of covariance (ANCOVA), while hypothesis two was tested using t-test statistics. The study found among other that the app was academically effective. There was significant difference in the achievement of the undergraduate students exposed to mobile instructional app and those taught using blended approach (F (1, 58) = 13.649, p<0.05) in favour of experimental group 2. There was no significant difference in the academic performance of the undergraduate students taught in a blended learning environment based on gender. The study concluded that the mobile instructional app (MIA) enhanced the academic performance of undergraduates from the two universities (UDUS and SSU) irrespective of gender. It was established by the study that the undergraduates taught in a blended learning environment out-performed those exposed to MIA alone. The study therefore recommended that lecturers should endeavour to develop and utilize mobile instructional apps that are in line with new NUC benchmark to supplement teaching process.

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The effect of body-movement teaching, learning motivation and performance

Meditari Accountancy Research ◽

10.1108/medar-02-2015-0006 ◽

2016 ◽

Vol 24 (3) ◽

pp. 414-437 ◽

Cited By ~ 2

Author(s):

Satoshi Sugahara ◽

Hisayo Sugao ◽

Steven Dellaportas ◽

Takahiro Masaoka

Keyword(s):

Body Movement ◽

Learning Motivation ◽

Control Group ◽

Content Type ◽

Entry Level ◽

Quasi Experimental ◽

And Performance ◽

Teaching Learning ◽

The Impact ◽

Experimental Group

Purpose This research applies a quasi-experimental research method to investigate the impact of an innovative resource titled “Accounting Exercise” (teaching intervention using physical movement and lyrics) on learning motivation and performance on a group of students enrolled in a first-year undergraduate accounting course in Japan. Design/methodology/approach Five classes were randomly assigned to either an experimental group (two classes) or a control group (three classes). In the experimental group, 90 students participated in a 15-min “Accounting Exercise” at the commencement of lectures over three consecutive weeks. The remaining 133 students assigned to the control group did not participate in the Accounting Exercise. Findings The findings indicate that the Accounting Exercise provided stimuli in maintaining students’ learning motivation. This finding is important for entry-level students where learning motivation has the potential to influence students’ future decisions on major areas of study and career choices. Originality/value This finding is important for entry-level students where future career options are decided. This effect is also believed to contribute to reducing the declining numbers of students in accounting majors.

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The Effectiveness of Flipped Classroom on the Academic Achievement of University Undergraduates

IJPTE International Journal of Pedagogy and Teacher Education ◽

10.20961/ijpte.v5i2.57290 ◽

2021 ◽

Vol 5 (2) ◽

pp. 82

Author(s):

Thouqan Saleem Masadeh

Keyword(s):

Academic Achievement ◽

Flipped Classroom ◽

Learning Method ◽

Course Content ◽

Significant Difference ◽

New Learning ◽

Quasi Experimental ◽

University Undergraduates ◽

Classroom Use ◽

Experimental Group

<p>The present study aimed to investigate the effectiveness of Flipped Classroom in developing the achievement of university undergraduates. The quasi-experimental approach was used and three achievement posttests were carried out. Participants were (32) students who were in advance distributed to two groups, control and experimental. Analysis of Students' achievement grades revealed that the effectiveness of Flipped Classroom use, as a learning method needs time to take place in students' academic achievement and understanding of the learning materials because of the nature of the Flipped Classroom that flipped the whole learning process. Thus, students needed time to be familiar with this new learning method for them. Results showed that there was no significant difference between participants' achievement mean scores in the first posttest at the end of the fifth week due to the use of the Flipped Classroom or the ordinary methods. However, there was a significant difference between students' achievement mean scores in the second posttest in favor of the experimental group students who learnt the course content through the use of Flipped Classroom. In addition, there was a significant difference in student participants' mean scores in the third posttest in favor of the experimental group students, too. In light of these findings, it was concluded that the instructor and his students should be patient for some time for the effectiveness of using the Flipped Classroom learning method to be noticed. Moreover, considerable time should be spent on familiarizing students with this new learning method. </p>

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Prevalence of methylphenidate use by Master of Medicine students at a South African university

Postgraduate Medical Journal ◽

10.1136/postgradmedj-2021-140991 ◽

2021 ◽

pp. postgradmedj-2021-140991

Author(s):

Willem Andries Nienaber Louw ◽

Ryan Alroy Davids

Keyword(s):

South African ◽

Undergraduate Students ◽

Performance Enhancement ◽

Off Label Use ◽

Undergraduate Medical Students ◽

Online Questionnaire ◽

Cross Sectional ◽

Off Label ◽

Significant Difference ◽

Label Use

BackgroundMethylphenidate is mainly used for the treatment of attention-deficit/hyperactive-disorder (ADHD). Its effect of increased attentiveness leads to the potential of off-label use by students for academic enhancement—previously demonstrated in undergraduate students. No publication exists on postgraduate student use of methylphenidate.ObjectivesTo provide a summary of the self-reported prevalence and correlates of methylphenidate use in Masters of Medicine (MMed) students registered at the Faculty of Medical and Health Sciences of a South African university.MethodsA cross-sectional study was conducted. Data were collected via a self-administered anonymous online questionnaire distributed by email to 505 registered MMed students.ResultsOf the 253 responses (response rate 50.1%) received 71 (28.1%) have used methylphenidate. Only 2.4% have been diagnosed with ADHD. The majority (73.2%) obtained it without a formal medical consultation. Self-prescription (26.8%) and prescription by a colleague without consultation (23.9%) contributed significantly. Academic performance enhancement was the primary motivation for use in 71.8% and 42.3% of users started using methylphenidate while registered as an MMed student. There was no statistically significant difference in terms of gender (p=0.151), age (p=0.288) or year of study (p=0.149).ConclusionsOff-label use of methylphenidate is prevalent in MMed students registered at this South African university. The prevalence is significantly higher than in undergraduate medical students. The non-conventional means of access is of great concern. Efforts should be made to discourage self-prescription, educate students on the dangers of methylphenidate use, promote better access regulation and enhance psychological support.

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A flipped classroom method based on a small private online course in physiology

AJP Advances in Physiology Education ◽

10.1152/advan.00143.2018 ◽

2019 ◽

Vol 43 (3) ◽

pp. 345-349 ◽

Cited By ~ 6

Author(s):

Xiao-Min Zhang ◽

Jian-Yun Yu ◽

Yuan Yang ◽

Cui-Ping Feng ◽

Jing Lyu ◽

...

Keyword(s):

Undergraduate Students ◽

Flipped Classroom ◽

Learning Experience ◽

Online Course ◽

Small Scale ◽

Control Group ◽

Learning Needs ◽

Significant Difference ◽

Improved Learning ◽

Medical University

A small private online course (SPOC) supports blended learning on a small scale, enabling students to have a more comprehensive and deeper learning experience. It also provides instructors with a flexible and feasible model to better understand the students’ learning needs and to supervise students’ learning behaviors. In this study, we adopted SPOC flipped classroom blended teaching in the physiology course for clinical undergraduate students of Kunming Medical University. Compared with the control group [lecture-based learning (LBL)], the SPOC flipped classroom method significantly increased the scores of students in the preclass test (65.13 ± 12.45 vs. 53.46 ± 8.09, SPOC vs. LBL) and postclass test (80.43 ± 14.29 vs. 69.01 ± 12.81, SPOC vs. LBL), which is induced by students’ increased interest in self-learning. More importantly, the significant difference between the preclass scores of the two groups suggested that the video lecture-based preview is more effective than the textbook-based preview. The study indicated that the SPOC flipped classroom was effective in enhancing the examination scores of students, reflecting an improved learning efficiency and a deeper understanding of the knowledge. In summary, the flipped classroom based on SPOC improves learning outcomes compared with LBL and has a wide application in the learning of basic medical courses.

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Flipped Classroom to Improve University Student Centered Learning and Academic Performance

Social Sciences ◽

10.3390/socsci8110315 ◽

2019 ◽

Vol 8 (11) ◽

pp. 315 ◽

Cited By ~ 6

Author(s):

Mingorance Estrada ◽

Granda Vera ◽

Rojas Ruiz ◽

Alemany Arrebola

Keyword(s):

Academic Performance ◽

University Students ◽

Classroom Environment ◽

Flipped Classroom ◽

Student Centered ◽

Student Centered Learning ◽

Traditional System ◽

Quasi Experimental ◽

Analytical Research ◽

Teaching Learning

In recent years, educational research has focused on analyzing significant differences in the academic performance of university students according to the intervention model of the traditional methodology vs. the flipped classroom. This empirical-analytical research is based on a quasi-experimental design with non-equivalent groups. The results reveal significant differences on the average grades of university students; those participating in the flipped classroom obtained higher scores than students following a traditional methodology, regardless of the specialization. Moreover, this research concludes that the flipped classroom approach offers an opportunity to transform the traditional system by improving the classroom environment, the teaching-learning process and the student’s assessment.

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Does excellence matter? National quality awards and performance of Czech municipalities

Journal of East European Management Studies ◽

10.5771/0949-6181-2019-4-589 ◽

2019 ◽

Vol 24 (4) ◽

pp. 589-613 ◽

Cited By ~ 4

Author(s):

Michal Plaček ◽

David Špaček ◽

František Ochrana ◽

Milan Křápek ◽

Petra Dvořáková

Keyword(s):

Quality Improvement ◽

Performance Management ◽

Cost Efficiency ◽

Quality Improvements ◽

National Quality ◽

Significant Difference ◽

Quality Awards ◽

Quasi Experimental ◽

And Performance ◽

Using Data

The purpose of this study is to discuss the influence of excellence in the use of performance management and quality improvements tools on performance of Czech municipalities, and especially their cost efficiency. Municipalities' performance is analyzed using data envelopment analysis focused on inputs. A quasi-experimental design is utilized and excelling municipalities are compared with two control groups. The first is represented by municipalities that use excellence models and quality improvement tools but have not been awarded a national excellence prize; the second by municipalities which do not use them. The results do not indicate any significant difference between the three groups of municipalities. This means that the excellence in utilization of performance management and quality improvement tools does not produce performance approaching that of cost efficiency.

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The Application of Cultural Model for Literacy through Legends to Enhance Speaking Ability of Second Semester English Students of Sriwijaya University

JOURNAL OF SOCIAL SCIENCE RESEARCH ◽

10.24297/jssr.v5i2.3356 ◽

2014 ◽

Vol 5 (2) ◽

pp. 710-716

Author(s):

Fitri Suci Puspita Sari Sari ◽

Rita Inderawati ◽

Zuraida Blani

Keyword(s):

Undergraduate Students ◽

T Test ◽

Control Group ◽

Cultural Model ◽

Significant Difference ◽

Post Test ◽

Quasi Experimental ◽

Equivalent Control ◽

And Control ◽

English Students

This study aimed to find out whether or not there was any significant difference in speaking ability of the students who were taught by implementing CML (Cultural Model for Literacy) through legends and those who were not. The sample was 41 undergraduate students enrolled in English course at FKIP of Sriwijaya University which were taken by purposive sampling method from 85 total of population. This study used one of the quasi-experimental designs that were pretest posttest non equivalent control group or comparison group design. The students were divided into two groups the experimental and control groups. The experimental group was required to do some phases in treatment of 16 meetings including pre-test and posttest in accordance with introducing new model of teaching speaking that was CML through legends. The data were obtained through speaking test by measuring their oral interpretations to know the students speaking ability. The test was administered twice as pre-test and post-test in both groups. The results indicated that there were any significant differences at level 0.05 level found in the data which were analyzed by using paired sample t-test (t=12.156>t-table=2.080) and independent sample t-test (t=3.252, p<0.05). The results also showed that CML through legends could enhance students speaking ability of the second semester English students of Sriwijaya University.

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Perception of OSCE as An Assessment Tool in Undergraduate Students of Private Medical College in Karachi, Pakistan

10.53350/pjmhs211582370 ◽

2021 ◽

Vol 15 (8) ◽

pp. 2370-2374

Author(s):

Saba Pario ◽

Shaista Bashir Anwar ◽

Zafar Haleem Baloch ◽

Saira Ghafoor ◽

Shazia Aftab ◽

...

Keyword(s):

Medical Students ◽

Undergraduate Students ◽

Assessment Tool ◽

Clinical Skills ◽

Tool Material ◽

P Value ◽

Practical Skills ◽

Undergraduate Medical Students ◽

Cross Sectional ◽

Significant Difference

OBJECTIVE: To explore the perception of undergraduate students of United Medical and dental college towards objective structured clinical examination as an assessment tool. MATERIAL & METHODS: A cross-sectional observational study included undergraduate medical students, RESULTS: 153 students who completely filled the proforma were included in study among them 31% were male and 69% were females. Mostly agreed that stations in OSCE were simple and easily interpretable and assessed practical skills thoroughly. Majority of students accepted that skills inquired were taught in clinics, stations were according to course and stations were appropriately timed. 66 % confirmed that adequate instructions were provided before exam. 84.31% believed that OSCE is preferable to viva. 57.51% of candidates stated that examiners during OSCE were attentive and gracious but 20.91 % objected it , while 21.57% remained neutral. Almost half of examinees labelled it as comprehensive clinical assessment .Overall, 67.97 % perceived OSCE as demanding and tough assessment. Finally views of students for statement that OSCE is unbiased, reliable and valid were positive in 50.32%.There was a significant difference in the opinion of male and female( p-value is less than 0.05) in statement that OSCE thoroughly assessed practical skills, stations were according to course of instruction, Adequate instructions were provided before exam, superior and preferable to viva, assists in improvement of clinical skills, demanding and tough and finally OSCE was unbiased, reliable and valid CONCLUSION: OSCE was perceived as fair, comprehensive, un-biased format of examination but believed it was more stressful than traditional examination methods . KEY WORDS: Assessment, Attitude, OSCE, Perception, Undergraduate Medical students.

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