The Application of a Case-based Social-Media-Assisted Teaching Method in Cariology Education：A Comparative Study (Preprint)

BACKGROUND The current cariology education based on the traditional teaching method faces a lot of challenges. Meanwhile, the COVID-19 pandemic causes an unprecedented disruption in medical education and healthcare systems worldwide. Innovative teaching mode of Cariology education is required to change the situation. OBJECTIVE To evaluate the application effects of a case-based social-media-assisted teaching method in cariology education. METHODS Dental students of Class 2019 and Class 2018 were enrolled into the experimental group and the control group, respectively. A case-based social-media-assisted teaching method was used in the experimental group, which included pre-class activity via social media, additional discussion and practice process record in class, and questions and answers via the platform after class. The traditional teaching method was used in the control group, which was conventional preparation before class, traditional lectures and demonstrations, followed with students practice in class, and questions and answers step after class. The teaching materials were the same in both groups. At the end of the program, students from both groups took cavity preparation skill evaluation tests. Questionnaires were tested on the case-based social-media-assisted teaching group students anonymously. All data were analyzed using the SPSS statistical software. RESULTS The students cavity preparation skill evaluation scores was 82.51±6.82 in the experimental group while 77.19±5.98 in the control group (P<.05). The questionnaire response rate was 100%. Of those, 94.3% of the students recommended the case-based social-media-assisted teaching method in cariology education. The majority of the participants agreed that it helped them memorize the theoretical knowledge of cariology, facilitated in-depth discussion, improved their enthusiasm and initiative in learning, and enhanced the relationship between teachers and students (98.1%). They also recognized that the classroom atmosphere was active (88.7%). CONCLUSIONS The case-based social-media-assisted teaching method was beneficial in terms of learning, as demonstrated by the statistically significant improvement of the cavity preparation skill evaluation scores and satisfaction from attended students. It could be used to supplement the teaching of cariology.

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A Comparative Exploration of the Effect of Differentiated Teaching Method vs. Traditional Teaching Method on Students’ Learning at ‘A’ level

Global Social Sciences Review ◽

10.31703/gssr.2019(iv-i).08 ◽

2019 ◽

Vol IV (I) ◽

pp. 61-66

Author(s):

Muhammad Kamran ◽

Namra Munir ◽

Rashid Minas Wattoo

Keyword(s):

Teaching Method ◽

Sampling Technique ◽

Simple Random Sampling ◽

Cognitive Domain ◽

Control Group ◽

Traditional Teaching ◽

Traditional Teaching Methods ◽

Post Test ◽

Experimental Group ◽

Differentiated Teaching

This study explores the effect of differentiated teaching method vs. traditional teaching method on students’ learning at ‘A’ level. It is an experimental research, conducted in Aitchison College. By applying simple random sampling technique, 70 students are selected as a sample from the population. Pre-test and post-test are conducted for data collection. Research investigates, how differentiated method of teaching effects learners’ academic achievement. The retention level of the students who are taught via differentiated teaching and traditional teaching method is. After conducting a posttest, data is analyzed with pair-sample and independent sample t-test by using SPSS. Analysis shows that the students taught via differentiated teaching have more power of retention than the students taught via traditional teaching methods. The control group perform up to application level while experimental group perform up to evaluation level of cognitive domain.

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Comparing the Effectiveness of Flipped and Traditional Teaching Methods in Problem-solving Learning and Self-determination Among University Students

Journal of Medical Education ◽

10.5812/jme.110069 ◽

2020 ◽

Vol 19 (3) ◽

Author(s):

Mahnaz Khayat ◽

Fariba Hafezi ◽

Parviz Asgari ◽

Marzieh Talebzadeh Shoushtari

Keyword(s):

Problem Solving ◽

University Students ◽

Flipped Classroom ◽

Teaching Method ◽

Self Determination ◽

Analysis Of Covariance ◽

Control Group ◽

Traditional Teaching ◽

Traditional Teaching Methods ◽

Experimental Group

Background: The flipped classroom model provides an ideal ground to convert a traditional classroom into an interactive environment based on problem-solving learning with a focus on university students’ self-determination. Objectives: The present study aimed to investigate the effectiveness of flipped and traditional teaching methods in problem-solving learning and self-determination among university students. Methods: The research method was experimental with a pretest-posttest design and a control group. The statistical population included all female students of Farhangian University in Ahvaz city in the academic year 2019. Using a purposive sampling method, 36 students were selected and randomly divided into experimental and control groups (n = 18 per group). The research instrument included the Problem-Solving Inventory (PSI) and the Basic Psychological Need Satisfaction scale. The experimental group received the flipped teaching program during eight 120-min sessions once a week; however, the control group received the traditional teaching method. multivariate analysis of covariance (MANCOVA), univariate analysis of covariance (ANCOVA), and Bonferroni post hoc tests were used to analyze the data. Results: The posttest scores (mean ± SD) of problem-solving learning and self-determination were 83.77 ± 14.17 and 119.33 ± 13.79, respectively, in the experimental group, which were significantly different from the scores of the control group. The flipped classroom promoted problem-solving learning and components of self-determination among university students in the experimental group when compared to the control group (P = 0.01). The flipped teaching method was more effective than the traditional method in increasing problem-solving learning and self-determination among university students. Conclusions: According to the findings, the flipped teaching method had greater impacts on students’ problem-solving and self-determination than had the traditional method.

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The Effect of Using Flipped Classroom Model on Libyan University Students' English Learning

(Faculty of Arts Journal) مجلة كلية الآداب - جامعة مصراتة ◽

10.36602/faj.2018.n12.11 ◽

2018 ◽

pp. 64-84

Author(s):

Mustafa Braiek ◽

Abdulhamid Onaiba ◽

◽

Keyword(s):

Foreign Language ◽

Flipped Classroom ◽

Teaching Method ◽

Control Group ◽

Traditional Teaching ◽

Language Test ◽

Positive Attitudes ◽

Students Attitudes ◽

Experimental Group ◽

Learning English

This study aimed at investigating the effectiveness of using flipped classroom model on learning English as a foreign language and students’ attitudes towards flipped classroom. The sample of study consisted of 31 students at Faculty of Arts, Misurata University. The participants were divided into two groups: 16 students for the experimental group and 15 students for the control group. The data collection tools used in this study were an EFL (English as a Foreign Language) test and a questionnaire to explore students’ attitudes towards flipped classroom. Participants in both groups were pre-tested using the EFL test before the experiment. Then, the experimental group was taught using flipped classroom strategy while the control group was taught using the traditional teaching method. After the experiment, students in both groups were post-tested using the EFL test while the questionnaire was administered to the students of the experimental group only. The results of the study showed that applying the strategy of the flipped classroom had a significant effect in increasing the students’ performances in learning English. The questionnaire responses showed positive attitudes regarding the use of flipped teaching.

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Effects on applying Micro-Film Case-Based Learning model in pediatrics education

10.21203/rs.3.rs-21438/v4 ◽

2020 ◽

Author(s):

Yuan Pan ◽

Xiuqi Chen ◽

Qiuwen Wei ◽

Jinmin Zhao ◽

Xun Chen

Keyword(s):

Clinical Medicine ◽

Teaching Method ◽

Clinical Skills ◽

Satisfaction Survey ◽

Control Group ◽

Final Examination ◽

Self Assessment ◽

Case Based Learning ◽

Experimental Group ◽

Case Based

Abstract Background: In view of the harsh reality Chinese paediatricians face, the challenge of paediatric education is about instilling not only knowledge and clinical skills but also resilience and beliefs. The aim of the study is to explore a more effective method than the traditional lecture-based learning (LBL) model for optimizing educational outcomes by establishing an innovative, comprehensive, case-based learning (CBL) model combined with the micro-film technique (MF+CBL). This approach has four important components: interests (attraction), knowledge application, competency, and scenario coping skills.Methods: Experimental research was conducted via a controlled parallel group study. The total sample of 104 senior-year students (Chinese) majoring in clinical medicine was randomly divided into two groups. The experimental group was exposed to the MF+CBL model and the control group to the LBL model. Overall, the results were assessed after an 8-week course via a student self-assessment questionnaire, a satisfaction survey and the final examination.Results: The experimental group generally performed better than the control group on the student self-assessment (P＜0.05), satisfaction survey (P＜0.05), and final examination (80.02±3.77 vs 73.65±3.69, P = 0.000). The open question at the end of the questionnaire revealed that a small number of students did not favour the MF+CBL model due to its time- and energy-consuming features.Conclusions: Compared with LBL, the MF+CBL model was an innovative teaching method that promoted more comprehensive quality development. It represents an alternative model for optimizing the capacity of future paediatric doctors.

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Effectiveness of Scie-chain Method on Students’ Academic Achievement and Attitude in Managing Large Classes in Science 10

Asian Journal of Education and Social Studies ◽

10.9734/ajess/2021/v15i330382 ◽

2021 ◽

pp. 33-41

Author(s):

Ma. Mheliza S. Valiente ◽

Rema Bascos-Ocampo

Keyword(s):

Academic Achievement ◽

Teaching Method ◽

Control Group ◽

Traditional Teaching ◽

Weighted Mean ◽

Large Classes ◽

Post Test ◽

Quasi Experimental ◽

The Difference ◽

Experimental Group

The researchers aimed to find out the effectiveness of Scie-chain method on students’ academic achievement and attitude in managing large classes in Science 10 of Flora National High School. Specifically, it identified the difference and effect to the academic achievement of students and students’ attitude towards Science of the traditional method and Scie-chain method of teaching. The researchers employed the two-group pretest- posttest quasi-experimental design which made use of the Scie-chain method (Inquiry-based, ICT utilization, and flock system) in the experimental group. The data were analyzed with the use of weighted mean. Results of the study showed thatoriginally the experimental group and the control group are equal in terms ofacademic achievement and attitude towards Science. After the intervention, the experimental group yielded better result in terms of academic achievement and attitude towards Science as Manifested in the difference in their post test. From the findings of the study, the following conclusions were drawn:1. students exposed to the Scie-chain method attained better academic achievement compared to students exposed to traditional teaching method; the intervention (Scie-chain method) enhanced the level of attitude of students towards Science; and the Scie-chain method is an effective strategy to manage large classes.

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The Effect of Teaching Science through Storytelling on Students’ Academic Achievement, Story Writing Skills and Opinions about Practice

10.31219/osf.io/nd3m9 ◽

2021 ◽

Author(s):

Tuba Demirci ◽

Sema Okur

Keyword(s):

Academic Achievement ◽

Quantitative Data ◽

Teaching Method ◽

Writing Skills ◽

Control Group ◽

Traditional Teaching ◽

Significant Difference ◽

Story Writing ◽

And Control ◽

Experimental Group

This study aims to compare the effect of storytelling in teaching on students' academic achievement with the traditional teaching method. In addition, it aims to reveal the effect of story education given to students on students' story writing skills and their opinions regarding storytelling in teaching. The study was carried out in a public primary school. The mixed research method was employed in the study. A total of 61 primary school 3rd-grade students, 31 experiments and 30 controls, participated in the study. The "Academic Achievement Test" was applied to the experimental and control group students to collect quantitative data. The journey to the world of living beings unit was taught in the experimental group for four weeks by using the stories prepared by the researcher. At the end of each lesson, the students were asked to write a science story on the subject. The "Story Writing Skills Evaluation Scale" was used to determine the change in the story writing skills of the experimental group students, and the "Student Opinion Form on Storytelling" was used to reveal the students' thoughts about storytelling in teaching activities. The traditional teaching method was used in the control group. The quantitative data used in the study were analyzed using the SPSS statistical software. The qualitative data were analyzed using content analysis. Among the quantitative findings of the study, while there was no significant difference found between the pre-test mean scores of the experimental and control groups achievement test, a significant difference was found between the post-test scores in favor of the experimental group. The other quantitative finding of the study, in the evaluation of story writing skill, a significant difference was found between the first and the last story in favor of the last story. Positive findings were also obtained in the qualitative dimension of the study, such as the experimental group students are not unfamiliar with stories, it is fun for them to use in science lessons, and can be used in other lessons.

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Research on the Application of PBL Teaching Method in Physics Experiment Teaching

Global Journal of Human-Social Science ◽

10.34257/gjhssgvol21is10pg53 ◽

2021 ◽

pp. 53-56

Author(s):

Qi Tian ◽

Zhi-Xin Huang ◽

Wei Li ◽

Ming-Hai Wu ◽

Yu-Jie Chen

Keyword(s):

High School ◽

Junior High School ◽

Junior High ◽

Teaching Method ◽

Control Group ◽

Traditional Teaching ◽

The Times ◽

Physics Experiment ◽

Experimental Group ◽

Better Than

Discuss the method and effect of problem-based teaching method (PBL) in the teaching of physics experiment in junior high school. Method: A total of 92 students in two junior high school classes were selected, and one of them was randomly set as the experimental group (46 students) and the other one was the control group (456 students). The experimental group added PBL teaching on the basis of traditional teaching methods. Methods, the control group was taught according to the traditional teaching method only, and finally the teaching effect of the two groups was compared. Results: The physics performance of the experimental group was significantly higher than that of the traditional teaching group (P<0.05). The students in the experimental group were better than traditional teaching in subjective evaluations such as learning initiative, learning interest, thinking ability training, practical ability, and innovation ability. Conclusion: The PBL teaching model is more adapted to the development of the times, and the effect is better than traditional teaching. It can combine the learning and practical skills of students, and the comprehensive ability can be greatly improved.

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Evaluating the Effectiveness Roles of Variables in the Novice Programmers Learning

Journal of Educational Computing Research ◽

10.1177/0735633117707312 ◽

2017 ◽

Vol 56 (2) ◽

pp. 181-201 ◽

Cited By ~ 8

Author(s):

Nianfeng Shi ◽

Wen Cui ◽

Ping Zhang ◽

Ximing Sun

Keyword(s):

Teaching Method ◽

Program Comprehension ◽

Control Group ◽

Solo Taxonomy ◽

C Language ◽

Novice Programming ◽

Role Based ◽

Group B ◽

Experimental Group ◽

Case Based

This research applies the roles of variables to the novice programmers in the C language programming. The results are evaluated using the Structure of Observed Learning Outcomes (SOLO) taxonomy. The participants were divided into an experimental group and a control group. The students from the control group learned programming in the traditional case-based teaching method. The students in the experimental group learned programming by applying the role-based approach to the case-based teaching method. For the purposes of determining the effects of the role-based teaching, the SOLO taxonomy was used to evaluate the results of the participants’ final paper–pencil test. The SOLO level of the code reading and code writing was graded according to the SOLO categories for program comprehension and construction. Data analyses show that (a) there was a higher level of performance and cognitive ability in the experimental group, (b) there were some positive and significant correlations between student’s final examination scores and their SOLO level of the code reading and code writing, and (c) the SOLO level of the code writing and code reading was significantly related. These results suggest that the role of variable is effective on improving novice programming.

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Effects on applying Micro-Film Case-Based Learning model in pediatrics education

10.21203/rs.3.rs-21438/v2 ◽

2020 ◽

Author(s):

Yuan Pan ◽

Xiuqi Chen ◽

Qiuwen Wei ◽

Jinmin Zhao ◽

Xun Chen

Keyword(s):

Clinical Medicine ◽

Teaching Method ◽

Clinical Skills ◽

Satisfaction Survey ◽

Control Group ◽

Final Examination ◽

Self Assessment ◽

Case Based Learning ◽

Experimental Group ◽

Case Based

Abstract Background: In view of the harsh reality Chinese paediatricians face, the challenge of paediatric education is about instilling not only knowledge and clinical skills but also resilience and beliefs. The aim of the study is to explore a more effective method than the traditional lecture-based learning (LBL) model for optimizing educational outcomes by establishing an innovative, comprehensive, case-based learning (CBL) model combined with the micro-film technique (MF+CBL). This approach has four important components: interests (attraction), knowledge application, competency, and scenario coping skills. Methods: Experimental research was conducted via a controlled parallel group study. The total sample of 104 senior-year students (Chinese) majoring in clinical medicine was randomly divided into two groups. The experimental group was exposed to the MF+CBL model and the control group to the LBL model. Overall, the results were assessed after an 8-week course via a student self-assessment questionnaire, a satisfaction survey and the final examination.Results: The experimental group generally performed better than the control group on the student self-assessment (P＜0.05), satisfaction survey (P＜0.05), and final examination (80.02±3.77 vs 73.65±3.69, P = 0.000). The open question at the end of the questionnaire revealed that a small number of students did not favour the MF+CBL model due to its time- and energy-consuming features.Conclusions: Compared with LBL, the MF+CBL model was an innovative teaching method that promoted more comprehensive quality development. It represents an alternative model for optimizing the capacity of future paediatric doctors.

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