scholarly journals Introduction to early clinical exposure as learning tool in physiology

2021 ◽  
Vol 64 ◽  
pp. S62-S69
Author(s):  
Anil B. Warkar ◽  
Anju A. Asia
Keyword(s):  
Medical Education ◽  
Educational Intervention ◽  
Likert Scale ◽  
Control Group ◽  
Study Group ◽  
Test Model ◽  
Learning Gain ◽  
Clinical Exposure ◽  
Post Test ◽  
Early Clinical Exposure

Objectives: Early years of undergraduate medical education (especially the first 2 years) are critical for the academic success of medical students. In the traditional curricula of medical education, students learn theoretical knowledge without contact with the patient in a clinical context. Early clinical exposure (ECE) has been suggested to help medical fresh students overcome their stresses and motivate them to develop better insight and awareness to the medical profession. Materials and Methods: We devised a teaching-learning ECE intervention study module in endocrine physiology, which comprised traditional didactic lectures, supplemented with an ECE program in a hospital setting, a hospital visit to see patients. The study group was given the intervention of ECE, through the ECE designed module. The outcomes and effectiveness of this intervention were assessed by a multiple-choice pretest/post-test model of learning knowledge gain and effectiveness of the educational intervention by calculating learning matrices. Students feedback toward ECE was assessed by a 5 point Likert-scale responses and their views through a validated questionnaire. Results: Mean pre-test and post-test scores of students learning improved significantly from 9.6 ± 2.58 (48%) to 13.2 ± 2.53 (66%), (P = 0.043) in the study group. The learning gain (gi) for individual students was tabulated and average single student normalised gain Gi(avg) was calculated. For the study group, it was 29 ± 33% and control group 7 ± 14%. To assess the intervention effectiveness class average normalised gain G was found to be 34%, in the study group and 13% in the control group (P < 0.05). The study group students (96.4%) gave an overall rating of good/excellent to ECE on a five-point Likert scale. The mean score was (4.3 ± 1.4) showing that the overall rating of ECE was good to excellent. Conclusion: The pre-test/post-test model with a calculation of various measures of learning gain provides an objective and informative means to document learner performance and demonstrate the effectiveness of the educational intervention. The students’ satisfaction and their positive attitude toward ECE suggested that this interventional study improves the quality of basic science courses and adds substantial relevance to clinical application.

scholarly journals The effectiveness of training given to nurses for reducing ventilator-associated pneumonia in intensive care patients

2019 ◽  
Vol 2 (2) ◽  
pp. 36-45
Author(s):  
Hatice Oner Cengiz ◽  
Nevin Kanan
Keyword(s):  
Intensive Care ◽  
Knowledge Score ◽  
Control Group ◽  
Study Group ◽  
Test Model ◽  
Ventilator Associated Pneumonia ◽  
Post Test ◽  
Quasi Experimental ◽  
The Difference ◽  
Effectiveness Of Training

Purpose The aim of this study it to determine the effect of training intensive care unit (ICU) nurses in reducing ventilator-associated pneumonia (VAP). Materials and methods A quasi-experimental (single group, pre-test–post-test) model was used. The study was conducted in 2015, in nine adult ICUs in Istanbul, where we observed the VAP rate and trained study group nurses. Sixty nurses were given two VAP training sessions (averaging 45 min each) at intervals of 6 months. Forty-nine nurses were in the control group. Data were collected with an Introductory Information Form, a VAP Information Test, and an Application Status of VAP Preventive/Reducing Initiatives Form. The incidences of VAP in 2014 and 2015 were also compared. Frequencies, percentages, means, standard deviations, t-tests, Wilcoxon tests, and χ2 tests were used to evaluate the data. The values of p less than .05 were considered significant. Results The mean-total-knowledge score increased significantly in the study group. The application of preventive/reducing initiatives also increased significantly in the study group, but in the last measurement, the difference between the groups was not statistically significant. The incidences of VAP decreased significantly in the study group. Conclusion The study showed that the VAP training given to intensive care nurses increased their knowledge level and decreased the incidence of VAP in their ICUs.

scholarly journals A Task Based Learning (TskBL) strategy in preclinical medical education

2021 ◽  
Author(s):  
Roopashree Mallya ◽  
Animesh Jain ◽  
Bhagyalakshmi K ◽  
Arun Shirali ◽  
Sneha B Shetty ◽  
...  
Keyword(s):  
Medical Students ◽  
Test Scores ◽  
Control Group ◽  
First Year ◽  
Small Group Teaching ◽  
Tutorial Group ◽  
Clinical Exposure ◽  
Post Test ◽  
First Year Medical Students ◽  
Early Clinical Exposure

Preclinical Task based learning (TskBL) is a simulated learning approach in which focus for students is a real task done by a medical professional. TskBL includes standardized patient encounters and is helpful to provide Early Clinical Exposure. Our study aimed at planning, implementing and assessing TskBL among first year Medical students and comparing it to conventional method of tutorials in Physiology MBBS curriculum.This is a non-equivalent group quasi experimental study approved by Institutional ethics committee. TskBL was conducted for five topics among first year medical students of Kasturba Medical College, Mangalore for three academic years. Participants  were divided into a TskBL group and a control group. Both groups attended the theory classes in Physiology, practical sessions and clinical examinations concerning the tasks. Following this, TskBL group underwent TskBL and control group underwent tutorials. Pre and post-test assessments were conducted using the MCQ test and Objective structured clinical examinations (OSCE).The mean TskBL scores for MCQ (exception:Hypertension) and OSCE (exception Anemia) were significantly higher than the tutorial group. Pre test and post test scores revealed significantly higher MCQ and OSCE scores for TskBL. Tutorial group did not show a significant improvement in test scores for all the tasks.TskBL strategy could be used for many other topics are likely to be encountered by the students during clinical attachments. Small group teaching can include TskBL over tutorials to provide early clinical exposure in medical schools.

scholarly journals Effectiveness of Audio-Visual Aids with Subsequent Structured Manual Instruction in Anatomy Dissection Hall Teaching

2019 ◽  
pp. 236-245
Author(s):  
U. L. Gajbe ◽  
Aarti Panchbhai ◽  
B. R. Singh ◽  
Priti Thute ◽  
Monalisa Roy
Keyword(s):  
Test Score ◽  
Clinical Skills ◽  
Human Anatomy ◽  
Control Group ◽  
Study Group ◽  
Visual Aids ◽  
Learning Gain ◽  
Cadaveric Dissection ◽  
Significant Difference ◽  
Post Test

The knowledge of anatomy plays an integral role in the education and practice of health care professionals. Cadaveric dissection is the most reliable method to teach the gross anatomy since centuries. Hands-on-educational experiences on cadavers can also stimulate student interest, increase knowledge retention and enhance development of clinical skills. Common problems faced during anatomy dissection are non-availability of individual instructor for each table, Crowding of students in dissection owing to lack of clear, timely and uniform instructions. Hence, the purpose of our study is to evolve a modality that will increase efficiency of dissection, make it more clinically relevant and make students enthusiastically participate in dissection. This modality will contribute more to overall better understanding of human anatomy within limited time period. AIM AND OBJECTIVE: To study the effectiveness of audio-visual aids followed by structured manual instruction in dissection hall teaching and to compare the student’s learning gain between conventional and modified dissection hall teaching. OBSERVATIONS AND RESULTS: During the study period two hundred students were present in First MBBS, anatomy department. Out of these all two hundred students fulfilled the inclusion criteria and participated in the study. Mean post test score of study group was2.84±1.46 where as mean pre test score of control Group was3.7±1.8showing significant difference. The post test score of the study group was almost double the post test score of control group. This finding is statistically very significant. CONCLUSION: Audio-visual aids, structured schedules, and cadaveric dissection were found to be effective in dissection hall teaching in anatomy. It was found to be more effective than conventional method with regard to understanding of the structure, its placement and building of the concepts.

scholarly journals Safety Measures in Biochemistry Laboratory: Need of the Hour

2020 ◽  
Author(s):  
Ashish Prakash Anjankar ◽  
Swanand Pathak ◽  
Archana Dhok
Keyword(s):  
Medical Students ◽  
Test Scores ◽  
Test Score ◽  
Control Group ◽  
Study Group ◽  
Laboratory Safety ◽  
Learning Gain ◽  
Safety Measures ◽  
Post Test ◽  
And Control

Introduction: Biochemistry laboratories like any other laboratory contain certain inherent dangers and hazards for the students. Proper guidelines regarding laboratory safety are missing in Biochemistry curriculum. So, skill training about laboratory safety in Biochemistry laboratory will be useful for the MBBS students. Aim: To train the undergraduate medical students about laboratory safety using “Safety measures in Biochemistry Laboratory” module and to assess their perception about this module. Materials and Methods: A prospective interventional study was conducted in which 100 students of first year MBBS 2017 batch were included which were divided into study and control groups. In Study Group, 50 students were trained in the topic of laboratory safety using a module on “Safety measures in Biochemistry Laboratory” which included three sessions of didactic lectures and two sessions of hands-on training. In Control Group, 50 students were not given any intervention. Outcome of training was assessed with the help of “Biochemistry Laboratory Safety Index” (BLSI) scores, which was designed by authors and was validated from 10 external subject experts of the Biochemistry Department. Pre-test and post-test marks of study and control group participants were compared using paired t-test for each group. Absolute learning gain (Post-test score-Post-test score) and relative learning gain (Post-test score-Pre-test score/Pre-test score) was calculated. Results: Absolute learning gain for control and study group was 0.11 and 5.53, respectively, while relative learning gain for control and study group was 0.16 and 89.62 respectively. Pre-test and post-test scores are statistically non-significant (p>0.05) in the control group, while Pre-test and post-test scores are statistically significant (p<0.001) in the study group. BLSI scores in control group was excellent for 9 (18%), good for 16 (32%), average for 19 (38%) and poor for 06 (12%) students; while in study group it was excellent for 41 (82%), good for 08 (16%) students, average for 01 (02%) students and poor for nil students. Conclusion: Module of “Safety measures in Biochemistry Laboratory” is significantly effective educational intervention as it improves the knowledge about Laboratory safety and its implication for medical students during Biochemistry practicals. Training about “Safety measures in Biochemistry Laboratory” can be incorporated in the existing undergraduate Curriculum of Biochemistry.

Application and Evaluation of Case-Based Learning as a Part of Early Clinical Exposure for Undergraduate Medical Education Program

2020 ◽  
Vol 5 (08) ◽  
pp. 284-288
Author(s):  
Vandana Daulatabad ◽  
Prafull K. ◽  
Dr. Surekha S. Kadadi-Patil ◽  
Ramesh S. Patil
Keyword(s):  
Medical Education ◽  
Research Centre ◽  
Muscle Physiology ◽  
Case Scenario ◽  
Clinical Exposure ◽  
Clinical Scenarios ◽  
Case Based Learning ◽  
Nerve Muscle ◽  
Case Based ◽  
Early Clinical Exposure

Introduction: Medical Education is witnessing a significant transition and global shift towards competency based medical education (CBME) which includes early clinical exposure (ECE) program to help students apply and correlate principles of preclinical subjects with clinical scenarios, in various forms and in a variety of settings. One of the easy and feasible methods of ECE being Case Based Learning (CBL), our study aimed to design a case scenario and to evaluate impact of case base learning as a part of ECE module in first year undergraduate medical teaching program in nerve muscle physiology. Methods: The present study was conducted in 96 students at Ashwini Rural Medical College Hospital and Research Centre, Solapur after obtaining institutional ethics committee approval. 3 hrs session of CBL was conducted for a case scenario on myasthenia gravis in the nerve muscle physiology module. The students’ responses on pre-test, post-test and their insights regarding the CBL were taken through a pre validated questionnaire using 5-point Likert scale. Results: High impact of CBL was seen as significant improvement in student’s performance. Maximum students felt CBL to be easy method of learning and was highly appreciated through their feedback. Conclusion: CBL was found to have positive impact on understanding and perception of topic. CBL helped students to understand, evaluate, analyze, diagnose and interpret the case, paving them towards newer approach of self-directed and vertical integrated learning. CBL is easier, feasible an effective method among other early clinical exposure methods as it involves students in deeper and self-directed active learning, encouraging and promoting them to reach higher levels of cognitive domain of Bloom’s taxonomy. This method will be very useful in its practical implementation during online classes for ECE module in the threat of COVID 19 situation as well.

scholarly journals The effect of 8-week thera-band exercises on male swimmers’ 100 m freestyle swimming performance

2017 ◽  
Vol 14 (4) ◽  
pp. 3950 ◽  
Author(s):  
Ahmet Gönener ◽  
Utku Gönener ◽  
Ozan Yılmaz ◽  
Tuğçe Horoz ◽  
Deniz Demirci
Keyword(s):  
Swimming Performance ◽  
Training Programme ◽  
Rank Test ◽  
Control Group ◽  
Study Group ◽  
Test Results ◽  
Signed Rank ◽  
Post Test ◽  
Signed Rank Test ◽  
And Control

The aim of this study is to investigate 8 weeks Thera-Band trainings' effects on male swimmers' 100 m freestyle swimming performance.The study group is created by 20 (n = 20) licenced male athletes that had trained at least 3 days in a week and have been active in swimming sport at least 3 years in Gebze Genclerbirligi Swimming Club 20 (n = 20). Athletes were divided into experiment group (n = 10) and control group (n = 10) randomly. Training programme was applied to the study group for 55-60 minutes for 3 days on alternate days and times when the club does not have swimming training. 12 different Thera-Band trainings were applied for 40-45 mins and each set was 15 minutes.Mann-Whitney U test was used to analyze differences between groups and Wilcoxon signed rank test was applied for analyzing the differences of intra-groups. SPSS 21.0 Statistics package software was used for statistical analyzes. The results show that there are no significantly differences between experimental group's and control group's post test results. (p>0.05). Statistically significant differences are found as a result of intra-group comparison of the experimental group's pre-test and post-test results (p<0.05).Depending on the results obtained after reviewing the literature, it can be concluded that Thera-Band training is effective on the performance improvement of swimmers aged 13-15 years.

scholarly journals The effect of group guidance activities at improving friendship relationships to adolescents’ friendship relationshipsArkadaşlık ilişkilerini geliştirmeye yönelik grup rehberliği etkinliklerinin ergenlerin arkadaşlık ilişkilerine etkisi

2017 ◽  
Vol 14 (4) ◽  
pp. 3213
Author(s):  
Yasin Demir ◽  
Mustafa Kutlu
Keyword(s):  
Data Analysis ◽  
Peer Relationships ◽  
Control Group ◽  
Study Group ◽  
Test Model ◽  
Examination System ◽  
Guidance Program ◽  
Mixed Designs ◽  
Made In ◽  
Group Guidance

In this study, it is studied the effect of group guidance activities which consists of eight sessions and prepared to improve friendship relationships on adolescents’ friendship relationships. The study group consists of 32 adolescents. As a research design, it was used pretest-posttest model with control and placebo groups. The data analysis was made with SPSS 18 packet program, and Anova and Ancova tests were used in the analysis. Friendship relation levels of the participants were measured with Peer Relationships Scale. After the pretest measurement, group guidance activities consisted of eight sessions and intended to improve friendship relationships was applied to experimental group adolescents. Within this period, no procedure was performed with the individuals in the control group, and 3 session presentations about the vocational guidance and examination system were made to the individuals in the placebo group. After the sessions, posttest measurement was given. In the data analysis, two factored variance analysis was used for mixed designs. According to the findings from the study, group guidance program aimed at improving the friendship relationships is effective to improve friendship relationships of adolescents. The findings were discussed taking the literature results into consideration, and the suggestions were made in accordance with the results from this study.Extended English abstract is in the end of PDF (TURKISH) file. ÖzetBu araştırmada, sekiz oturumdan oluşan ve arkadaşlık ilişkilerini geliştirmeye yönelik hazırlanan grup rehberliği etkinliklerinin ergenlerin arkadaşlık ilişkileri üzerindeki etkisi incelenmiştir. Araştırmanın çalışma grubu 32 ergenden oluşmuştur. Araştırma deseni olarak kontrol ve plasebo gruplu ön-test son-test model kullanılmıştır. Verilerin analizinde Anaova ve Ancova testleri kullanılmıştır. Katılımcıların arkadaşlık ilişkileri düzeyleri Akran İlişkileri Ölçeği ile ölçülmüştür. Ön-test ölçümünün ardından deney grubunda yer alan ergenlere sekiz oturumdan oluşan arkadaşlık ilişkilerini geliştirmeye yönelik grup rehberliği etkinlikleri uygulanmıştır. Bu süre içerisinde kontrol grubundaki bireylerle hiçbir işlem yürütülmemiştir. Plasebo grubundaki üyelere ise sadece üç oturumluk mesleki rehberlik ve sınav sistemi ile ilgili sunumlar yapılmıştır. Oturumların sona ermesinden sonra son-test ölçümleri alınmıştır. Elde edilen verilerin analizinde karışık desenler için iki faktörlü varyans analizi tekniği kullanılmıştır. Araştırmadan elde edilen bulgular, arkadaşlık ilişkilerini geliştirmeye yönelik uygulanan grup rehberliği etkinliklerinin ergenlerin arkadaşlık ilişkilerini geliştirmede etkili olduğunu göstermektedir. Bulgular literatür sonuçları dikkate alınarak tartışılmış ve araştırmadan elde edilen sonuçlar doğrultusunda önerilerde bulunulmuştur.

scholarly journals OUTCOME BASED LEARNING: THE EFFECT OF EXPERIENTIAL LEARNING ACTIVITY ON DEEP CONCEPTUAL UNDERSTANDING

2021 ◽  
Vol 9 (6) ◽  
pp. 20-29
Author(s):  
Prashant Thote ◽  
Gowri S
Keyword(s):  
Experiential Learning ◽  
Conceptual Understanding ◽  
Learning Activities ◽  
Learning Activity ◽  
Control Group ◽  
Teaching Model ◽  
Study Group ◽  
Post Test ◽  
The Mean ◽  
Understanding Of Science

The aim of the present study is to investigate the effect of experiential learning activity in deep conceptual understanding of science in comparison with conventional teaching model. In the present experiment quasi experimental and post-test research design is implemented. Totally 80 students participate in the study: 40 girls and 40 boys. The sample is categorized into two: study and the control group. Each group consists of 40 students: 20 boys and 20 girls. The study group is taught “Gases Law” by using experiential learning activities and the control is taught by using the conventional method. Data is collected by using a questionnaire and it consists of 20 multiple choice questions. The collected data is analyzed by using descriptive statistics. The examination of the data illustrates that there is no noteworthy difference in the mean score between the study group and the control group. Independent ‘t-test’ is applied to compare the student’s achievement in post-test. The mean score of the study group, who are exposed to the experiential learning activities, in Science Achievement post-test is 17.35. It is higher than that of (t=6.65; p&gt;0.01) the learners in the control group. The mean of the control group is 14.45. Therefore, it is concluded that the experiential learning activities as a teaching model enhances the deep conceptual understanding of science.

scholarly journals Effectiveness of Intradialytic Stretching Exercises on Muscle Cramps among Patients Undergoing Haemodialysis in a Selected Tertiary Care Hospital Kancheepuram District, Tamil Nadu, India

2021 ◽  
pp. 235-248
Author(s):  
K. Anbu ◽  
A. Rathiga
Keyword(s):  
Tamil Nadu ◽  
Mean Value ◽  
Control Group ◽  
World Population ◽  
Study Group ◽  
Muscle Cramps ◽  
Clinical Variables ◽  
Research Hypothesis ◽  
Post Test ◽  
Stretching Exercises

Background: Chronic kidney disease is the vital and non-communicable disease epidemic that affects the world population including India. Muscle cramps are a common complication of haemodialysis treatments and they often result in the early termination of the session, it is an important priority to provide timely intervention to improve their muscle cramps of haemodialysis patients. Materials and Methods: The aim of the study is to evaluate the effectiveness of intradialytic stretching exercises on muscle cramps among patients on haemodialysis. Time series quasi experimental design was conducted in dialysis unit of Chettinad Super Specialty Hospital, Kelambakkam at Chengalpet District, Tamil Nadu, India.Total sample of 138 belong to 30 to 60 years were selected with the use of purposive sampling technique as per the statistical calculation and equally allocated to control 69 samples and to Study group 69.  The structured questionnaire are demographic, Clinical variables & Modified cramps questionnaire chart was used to assess the effectiveness of intradialytic stretching exercises on level of muscle cramps. Results: The study findings concluded that in pre test 41(59.4 %) of the patients in study group and 38(55.1 %) of the patients in control group had mild muscle cramps whereas in post test 4(5.8 %) of the patients in study group had severe muscle cramps and 16 (23.2 %) of the patients in control group had severe muscle cramps. While comparing the post test mean value of control group 2.652±0.854 the study group mean value was 2.101±0.769 was significantly reduced with‘t’ value of 10.185 at p ≤ 0.000. Therefore the Research hypothesis H1 was retained. Hence there was no significant association between the test scores on intensity of muscle cramps among patients undergoing haemodialysis with selected demographic and clinical variables of group 2 (study) at P ≤ 0.000 level. Therefore the Research hypothesis H2 was rejected.The majority finding of the study results that in pre test 32 (46.4 %) of the patients were in mild muscle cramps in post test 1.More than half of the patients 30 (43.5 %) of moderate muscle cramps in post test 2. And majority 40 (58 %) of the patients in moderate muscle cramps in post test 3.The effect of intradialytic stretching exercises in reducing the level of muscle cramps during haemodialysis. Conclusion: Intradialytic stretching exercises is an effective method which can be used as a preventive therapy in the treatment of muscle cramps.

scholarly journals To determine how the effect of station technique on students’ achievement in astronomy subjectsAstronomi konularında istasyon tekniğinin öğrencilerin akademik başarısına nasıl etki ettiğini belirlemek

2017 ◽  
Vol 14 (4) ◽  
pp. 4561 ◽  
Author(s):  
Hamza Albayrak ◽  
Paşa Yalçın ◽  
Sema Altun Yalçın
Keyword(s):  
Quantitative Methods ◽  
T Test ◽  
The Other ◽  
Control Group ◽  
Science Lesson ◽  
Test Model ◽  
Meaningful Difference ◽  
Control Groups ◽  
Other Hand ◽  
Post Test

In this research, it was aimed to determine the effect of learning stations designed for astronomy subjects on the academic achievement of students and give an alternative method for teaching astronomy in the literature. The mixed approach in which mixed quantitative and qualitative methods were used together was preferred in the study. Among the quantitative methods, the pre-test and post-test model of the semi-experimental method was used; in addition, the protocols were applied about the method, which was used. The research was carried out with 98 seventh class students, who were under education in a secondary school located in the Eastern Anatolia Region of Turkey in the education year of 2015-2016. The quantitative data were analysed via the Astronomy Achievement Test (AAT) developed by the researchers and had 0,795 Cronbach Alpha reliability coefficient. The astronomy subjects in science lesson of the seventh class were studied with the experimental group through the learning stations; on the other hand, they were studied with the students in the control group through the activities stated in the textbook prepared by the Ministry of Education. The AAT was applied for the experimental, control groups using the pre- and post-tests, and data were analysed with the t-test. Meaningful difference was determined in AAT pre-test average scores of experimental and control groups; on the other hand, a meaningful difference was determined between the groups according to the independent samples t-test results applied with the average scores of the post-test(p<0.05). As a result of the analysis of the data gathered with the Station Observation Form (SOF), developed for the research, it was found out that the students recognise the learning stations as a technique of useful, entertaining, engaging, and easy-to-learn that enable them to learn astronomy topics effectively.Extended English abstract is in the end of Full Text PDF (TURKISH) file. ÖzetBu araştırmada, astronomi konuları için tasarlanan öğrenme istasyonlarının öğrencilerin akademik başarılarına etkisini belirlemek ve literatüre astronomi öğretimi için alternatif bir yöntem sunmak amaçlanmıştır.  Araştırmada karma nicel ve nitel yöntemlerin birlikte kullanıldığı karma yaklaşım tercih edilmiştir. Nicel yöntemlerden yarı deneysel yöntemin ön test- son test modeli kullanılmış olup ayrıca uygulanan yöntem hakkında öğrenci görüşmeleri yapılmıştır. Araştırma 2015- 2016 eğitim öğretim döneminde Doğu Anadolu Bölgesinde yer alan bir ortaokulda öğretim gören 98 yedinci sınıf öğrenci ile yürütülmüştür.  Nicel veriler için araştırmacılar tarafından geliştirilen ve cronbac’h alpha güvenlik katsayısı 0.795 olan Astronomi Başarı Testi (ABT) kullanılmıştır.  Yedinci sınıf fen bilimleri dersi içerisindeki astronomi konuları deney grubu ile öğrenme istasyonları yardımıyla, kontrol grubundaki öğrencilerle MEB’in ön gördüğü ders kitabında yer alan etkinlikler takip edilerek işlenmiştir. ABT deney ve kontrol gruplarına ön test- son test olarak uygulanarak t testi ile analiz edilmiştir. Araştırmada deney ve kontrol gruplarının ABT ön test ortalama puanları arasında anlamlı bir farklılık belirlenmişken, son test puan ortalamaları ile yapılan bağımsız örnekler t testi sonuçlarına göre gruplar arasında anlamlı bir farklılık belirlenmiştir (p<0.05). Araştırma için geliştirilen İstasyon Gözlem Formu (İGF) ile elde edilen verilerinin analizi sonucunda öğrenciler öğrenme istasyonlarını, astronomi konuları için etkili öğrenmeyi sağlayan, faydalı, eğlenceli, ilgi çekici ve kolay öğrenmeyi destekleyen bir teknik olarak gördükleri bulunmuştur.

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