Comparison Between Teaching Methods on Knowledge Gain of Physiotherapy Students

NCT02616536 | Completed

• 1 other identifier: UniversitiTAR
• Study Type: interventional
• Target: 54
• Locations: 1 country
• Sites: 1

Brief Summary

Procedures: The study will be conducted in two phases: Phase 1

• Perception and Satisfaction questionnaire will be developed
• A validation test will be conducted on the Perception and Satisfaction questionnaire (face, content and construct) before conducting the study. The validation process will involve the participation of lecturers, professors and students by convenience sampling. Phase 2
• To prevent bias from the researchers, each participant will be given their code as their identification number. Then the participants will be randomly divided into two groups. They will be briefed on the purpose of study (stating that, the investigators would like to see the efficacy of various teaching methods on students' knowledge gain) and procedure of the study (examinations will be conducted, surveys at the end of each class session and at the end of the study). They are requested to fill up basic demographic data, consent form and ILS questionnaire(measuring the learning style of student) before beginning the study.
• In this study, the lecture will be given by the 'Researcher 1' to standardize the input to the participants of the two groups. This will produce a standardized input to the students of the two groups of teaching method.
• For the FC (flipped classroom) group, the length of the pre-recorded lecture videos will be the same which the participants can view it unlimitedly. An assignment will be given for FC group that will be attempted during the discussion class(2 hours) a week after with the lecturer. No grades will be given for the assignment.
• Meanwhile for the TC(traditional classroom) group, a standard lecture class of 1 hour and 1 hour of tutorial class will be conducted on the same topic. The same ungraded assignment will also be given to this group a week after the lecture class to be attempted in the tutorial class
• One day gap will be given following the discussion and tutorial class for FC and TC groups respectively following which an examination of 1 hour duration will be conducted to test on their level of knowledge (assessed by exam score) on the topic being taught for both the groups using the same set of questions.
• At the end of the study, each participant will be given a feedback questionnaire to evaluate their perception and satisfaction on the teaching method applied on them using the 'Perception and Satisfaction Questionnaire'.

Conditions

Educational Activities

Keywords

Flipped classroom; Teaching methods; Knowledge gain

Outcome Measures

Primary Outcomes (2)

• Exam result

  A paper based exam will be conducted with objective and subjective questions. It will be a 30 mark paper, 15 mark allotted for lower order thinking (knowledge and comprehension) and 15 marks allotted for higher order thinking of application and analysis. This exam will be able to detect one of the component of knowledge gain of student. Therefore Students' level of knowledge will be assessed by exam score.

  one week

• Perception and satisfaction questionnaire

  This questionnaire comprise of 24 questions, which will measure the perception and satisfaction level of student. Measuring the perception and satisfaction of student, one will be able to measure one of the component of knowledge gain of student. It will comprise of both qualitative and quantitative analysis of the questionnaire. The questionnaire is subdivided into categories (teaching method, time spend in learning, knowledge gain and application, language and communication, satisfaction and motivation) checking all domains of perception and satisfaction. The questionnaire is self developed and is validated before conducting the study.

  one week

Study Arms (2)

Flipped classroom

ACTIVE COMPARATOR

The flipped classroom is new pedagogical method, which employs asynchronous video lectures and practice problems as homework and active, group-based problem solving activities in the classroom.

Other: Teaching methods

traditional classroom

ACTIVE COMPARATOR

The classroom lecture is a special form of communication in which voive, gesture. Movements, facial expression and eye contact can either complement or detract from the content. No matter what your topic, your delivery and manner of speaking immeasurably influence your student's' attentiveness and learning.

Other: Teaching methods

Interventions

Teaching methods OTHER

the two teaching methods will be given to two groups of students and their knowledge gain will be analysed

Flipped classroom; traditional classroom

Eligibility Criteria

• Age: 15 Years - 50 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17), Adult (18-64)

You may qualify if:

• All physiotherapy participants of University Tunku Abdul Rahman

You may not qualify if:

• Participants who are not UTAR physiotherapy participants

Sponsors & Collaborators

• Universiti Tunku Abdul Rahman: lead

Study Sites (1)

Universiti Tunku Abdul Rahman

Kajang, Selangor, 43000, Malaysia

Location

Study Officials

• Manisha Parai, MPT

  Universiti Tunku Abdul Rahman

  PRINCIPAL INVESTIGATOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: DOUBLE
• Who Masked: PARTICIPANT, OUTCOMES ASSESSOR
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Lecturer

Study Record Dates

• First Submitted: November 19, 2015
• First Posted: November 30, 2015
• Study Start: November 1, 2015
• Primary Completion: January 1, 2016
• Study Completion: January 1, 2016
• Last Updated: January 5, 2016

Record last verified: 2016-01

Locations

MY (1)