Effects of E-learning on academic performance: Quasi experimental study

Kiran Fatima Mehboob Ali BANA; Farnaz Ilyas; Halima Sadia; Saman Hakeem; Wahab Buksh Kadri

Author(s)

Kiran Fatima Mehboob Ali BANA Department of Dentistry, Bahria Dental College, Adamjee Science College and Ziauddin University, Karachi, Pakistan

Farnaz Ilyas Department of Dentistry, Bahria Dental College, Adamjee Science College and Ziauddin University, Karachi, Pakistan

Halima Sadia Department of Dentistry, Bahria Dental College, Adamjee Science College and Ziauddin University, Karachi, Pakistan

Saman Hakeem Department of Dentistry, Bahria Dental College, Adamjee Science College and Ziauddin University, Karachi, Pakistan

Wahab Buksh Kadri Department of Dentistry, Bahria Dental College, Adamjee Science College and Ziauddin University, Karachi, Pakistan

Abstract

Objective: TYo compare the academic performance of e-learning and didactic teaching strategy among third-year dental students. Methodology: This Quasi-experimental study was conducted at Bahria Dental College Karachi from 10-Jan to 10-March, 2020. The students of third year BDS were divided into two groups; an experimental group of e-learning and didactic teaching as a controlled group with out randomization. Each group comprised of 25 students. The topic of "White Oral Lesions" was taught in both groups having similar learning objectives and course content. In the e-learning group (as asynchronous); the course content was emailed to participants containing videos, literature review, and clinical scenarios, and in the didactic learning group; the content was delivered in two lectures. The academic performance was evaluated at baseline, after course completion, and after 5 weeks through 15 MCQs. The data were analyzed on SPSS version 23. Results: The response rate was 100%; from which 47(94%) were female and 3(6%) males. Mean age was 20.96±75 years. There was a significant difference found in the mean academic scores of all three performances of e-learning and didactic learning groups after 5 weeks as 32.42 and 18.58, respectively (p=0.001). Conclusion: In e-learning process, academic performance was enhanced as compared to traditional learning methods. Hence, e-learning has positive influence over knowledge acquisition and retention.

Publication Details

Page(s) 967-969

DOI DOI not available

Published Journal: Rawal Medical Journal, Volume: 46, Issue: 4, Year: 2021

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Keywords

academic performance, E-learning, undergraduate dental students.