[Home ] [Archive]   [ فارسی ]  
:: Main :: About :: Current Issue :: Archive :: Search :: Submit :: Contact ::
Main Menu
Home::
Journal Information::
Articles archive::
For Authors::
Reviewers Section::
Registration::
Contact us::
Site Facilities::
Indexing::
Ethics::
In-press Articles::
::
Search in website

Advanced Search
..
Receive site information
Enter your Email in the following box to receive the site news and information.
..
:: Volume 12 - ::
mededj 2023, 12 - : 0-0 Back to browse issues page
Comparison of the Effect of Traditional Teaching and Flipped Classroom on the Satisfaction, Motivation, and Learning Rate of Ardabil Dental Students in Diagnostic Pathology Course
Soheyla Derisavy Jorfian * , Nahid Ahmadian Yazdi , Arezo Amani
Department of Oral and Maxillofacial Pathology, School of Dentistry, Ardabil University of Medical Sciences, Ardabil, Iran.
Abstract:   (1161 Views)
Background and objective:This study aims to investigate the effect of the flipped class and the traditional method on the satisfaction, motivation, and learning rate of the diagnostic pathology course. And 4 reviews of dental students in Ardabil were carried out in 1401.
Methods: In this study, which was carried out as a time series experimental design (semi-experimental time series), all of 45 dental students of Ardabil, who in the academic semester of 1400-1401 took diagnostic pathology courses 3 and 4 opinions were selected, and entered into the study. After dividing and presenting the content according to the studied variables, two groups receiving traditional education and flipped classroom education were compared. To analyze the data, an independent t-test, Mann–Whitney U, and analysis of variance were used using SPSS version 26 software. A significance level of less than 0.05 was considered.
Findings: The results showed that with the increase in the number of quiz, the average learning score of the students in the theoretical diagnostic pathology course 3 and 4 in the flipped classroom method was higher than the traditional teaching method The average total learning by lecture method was 6.12 and by the flipped class method was 8.43 and the standard deviation was 2.59 and 3.40, respectively.
(P < 0.05); However, there was no significant difference in the level of motivation and level of satisfaction in diagnostic pathology courses 3 and 4 in the flipped class and the traditional method (P<0.05).
Conclusion: The results of statistical analysis indicated that flipped class improves the level of learning compared to traditional teaching and thus causes academic progress in students. It is suggested that teachers use active teaching methods to increase productivity.
 
Keywords: Flipped Class, Traditional Teaching Method, Motivation, Learning, Satisfaction
Full-Text [PDF 536 kb]   (847 Downloads)    
Type of Study: Research | Subject: Special
Received: 2023/08/21 | Accepted: 2023/08/6 | Published: 2023/08/6
References
1. Bissell AN, Lemons PP. A new method for assessing critical thinking in the classroom. Bio Science. 2006;56(1):66-72.
2. Bergmann J, Sams A. Flipped learning: Gateway to student engagement: International Society for Technology in Education; 2014. P: 23-7.
3. McLaughlin JE, Roth MT, Glatt DM, Gharkholonarehe N, Davidson CA, Griffin LM, et al. The flipped classroom: a course redesign to foster learning and engagement in a health professions school. Acad Med. 2014;89(2):236-43.
4. Platow MJ, Mavor KI, Grace DM. On the role of discipline-related self-concept in deep and surface approaches to learning among university students. Instr Sci. 2013;41(2):271-85.
5. Travis R. Student perceptions toward flipped learning: New methods to increase interaction and active learning in economica. Int Rev Econ Educ. 2014;17(1):74-84.
6. Lee J, Beatty S, Feng P, Hoffman N, McDermott B. Traditional instruction reformed with flipped classroom techniques University of Calgary2015 .
7. Martínez-Jiménez R, Ruiz-Jiménez MC. Improving students’ satisfaction and learning performance using flipped classroom. Int J Educ Manag. 2020;18(3):100422.
8. Logan A. Defeatism academic, cognition and amends. Mashhad: Astan-e-Ghods Razavi Publication; 1997. P: 11-25.
9. Jahadi N, Amani J, Hashemi T, Vahedi S. School culture and academic performance: the meditational role of basic psychological needs. J Appl Res Educ Psychol. 2016;2(1):11-22.
10. Bohaty BS, Redford GJ, Gadbury-Amyot CC. Flipping the Classroom: Assessment of Strategies to Promote Student-Centered, Self-Directed Learning in a Dental School Course in Pediatric Dentistry. J Dent Educ. 2016;80(11):1319-27.
11. Gholami-Parizad E, Gholami-Parizad E, Ashraf Eivazi A, Ghazanfari Z. Assessing lecture as a teaching method from students' perspective in Ilam UMS. DSME 2014; 1 (1) :18-26
12. Polat H, Karabatak S. Effect of flipped classroom model on academic achievement, academic satisfaction and general belongingness. Learn Environ Res. 2022;25(1):159-
13. Mortazavimoghaddam SG, Allahyari E, Vahedi F, Zare Bidaki M. The Effect of Web-based Flipped Classroom Approach on Learning and Satisfaction of Medical Students Comparison with Lecture-based Method. Med Educ Dev. 2021;16(3):207-15.
14. Strelan P, Osborn A, Palmer E. Student satisfaction with courses and instructors in a flipped classroom: A meta‐analysis. J Comput Assist Learn. 2020;36(3):295-314.
15. Zhao L, Liu X, Su Y-S. The differentiate effect of self-efficacy, motivation, and satisfaction on pre-service teacher students’ learning achievement in a flipped classroom: a case of a modern educational technology course. J Educ Techno Soc. 2021;13(5):2888-98.
16. Fakhari E, Seyfi N, Najafi M, Ali Vakili M. Process of the utilizing of flipped classroom for knowledge and satisfaction improvement of dental students in the periodontal and pediatric per clinical courses. Teb Va Tazkiye. 2017;26(3):213-8.
17. Sarchami R, Hossaini S. Relationship of learning styles with educational progress of nursing students in Qazvin. J Inflamm Dis (Qazvin University of Medical Sciences). 2004;8(1):64-7.
18. Kim J-Y. A study of students’ perspectives on a flipped learning model and associations among personality, learning styles and satisfaction. Innov Educ Teach Int. 2018;55(3):314-24.
19. Smith GA, editor First-day questions for the learner-centered classroom. Natl Teach Learn Forum; 2008.
20. Strayer JF. How learning in an inverted classroom influences cooperation, innovation and task orientation. Learn Environ Res. 2012;15(2):171-93.
21. Manzano-Sánchez D, Valero-Valenzuela A, Conde-Sánchez A, Chen M-Y. Applying the personal and social responsibility model-based program: Differences according to gender between basic psychological needs, motivation, life satisfaction and intention to be physically active. Int J Environ Res Public Health. 2019;16(13):2326-35.
Send email to the article author

Add your comments about this article
Your username or Email:

CAPTCHA


XML   Persian Abstract   Print


Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Derisavy Jorfian S, Ahmadian Yazdi N, Amani A. Comparison of the Effect of Traditional Teaching and Flipped Classroom on the Satisfaction, Motivation, and Learning Rate of Ardabil Dental Students in Diagnostic Pathology Course. mededj 2023; 12
URL: http://mededj.ir/article-1-458-en.html


Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Volume 12 - Back to browse issues page
مجله آموزش پزشکی Medical Education Journal
Persian site map - English site map - Created in 0.06 seconds with 37 queries by YEKTAWEB 4657
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial (CC BY-NC)