@2024 Afarand., IRAN

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ISSN: 2228-5468    Education Strategies in Medical Sciences 2014;7(5):309-314

Background
… [1-4] In the teacher-centered learning method, the teacher presents long term lectures based on a designed program and there is no attention to the students’ abilities or interests [1, 5-8]. In the participatory method, paying attention to the student’s abilities is very important [1, 2, 8, 9]. … [10] New active teaching methods include question-answer method (Socratic Method), group discussion, conferences, problem solving, role playing, scientific tours, and audiovisual method [1, 11-13]. … [14]
Previous Studies
Comparing lecture and participatory methods has led to different results. Discussion has been declared an important factor in education, as well as in enhancement of the students’ self-reliance and understanding. Nevertheless, the students prefer lecture method to discussion [6].
Aim(s)
The aim of this study was to compare the participatory teaching methods with traditional method regarding the students’ academic achievement and satisfaction.
Research type
This is a quasi-experimental study.
Research society, place and time
All third-year midwifery students of Sabzevar University of Medical Sciences, Iran, were studied in 2013-14 academic year.
Sampling method and number
All the students (n=21) were included via census method.
Used devices&materials
Two consecutive teaching methods were performed in a semester and then, the results before conducting the participatory method were compared with the results after conducting the method. Data was collected using a researcher-made questionnaire of the benefits of the method and the students’ satisfaction. Jafari’s questionnaire [15] was used to assess the students’ satisfaction. The questionnaire was about teaching the theoretical courses. Its content validity had been confirmed by the experts. Its reliability had been confirmed through Test-retest Method. The questionnaire included 11 questions in 5 domains that were “better comprehension of the questions”, “the student’s motivation and enthusiasm”, “the student’s preference for teaching method”, “the students’ learning”, and “the communication skills” regulated based on 5-point Likert from “completely disagree” to “completely agree” (scored from 1 to 5). “History, Ethics, and Regulations of Midwifery and Legal Medicine” two-unit course was planned for sixteen 2-hour sessions. Lecture teaching method was done by the teacher in the first 8 sessions and then a scientific test was held. At the end of the first 8 sessions and after the scientific test, the satisfactory questionnaire was completed by the students. Then, changing the teaching method, one of the participatory methods was conducted. Based on the Skinner’s method [1], the lesson content was divided between the students and each student was obliged to provide PowerPoint. In addition, the students were obliged to conduct the lesson content regularly and successively in such a manner that slide-show and discussions should be conducted by a 4-person group in front of the classroom at each session. Other students participated in the discussions. Sitting among the listeners, the teacher played the conductor, regulator, and facilitator roles in the sessions. The teacher might add complementary issues, if necessary. At the end of the conducted method, a scientific test was held and the satisfactory questionnaire was completed by the students. The questions of the scientific tests of both methods were a combination of 4-choice and short-answer questions with the same difficulty level as far as possible. Test and evaluation score was computed of 20 scores. At the end of the semester and after both methods had been conducted, a poll was conducted by a question with 5-point Likert (from “I am not satisfied” to “Excellent”) to compare the students’ general satisfaction from both methods. Data was analyzed, using SPSS 16 software and Independent T Test.
Findings by Text
All the participants (n=21) were female. The mean age was 21.14±0.57years. There was a significant difference between the mean scores of scientific tests in lecture (16.88±1.10) and participatory (18.76±0.58) methods. From the students’ viewpoints, the participatory method led to improve the learning motivation (66.6%), improve the students’ communication and intimacy (80.1%), improve group-discussion inside and outside the classroom (81%), and improve learning the topics (80.9%). General mean value of satisfaction score in the participatory group was higher than lecture group did. The difference was statistically significant (Table 1).
Main comparison to the similar studies
The effectiveness of the participatory method was confirmed. The result is consistent with the results of other studies [5, 6, 9, 15-18]. The students were more satisfied in the participatory group. The result is consistent with the results of some other studies [16, 17]. In Iran, learning and satisfaction increase with new methods of education [19]. The participatory method affected the students’ satisfaction from communication skills improvement. The result is consistent with the results of some other studies [6, 7, 10, 15]. Nevertheless, the students of a high school have been more satisfied in the lecture group [6]. In addition, discussion has had no important effect on satisfaction [9]. … [20-24] PowerPoint presentation and completing it by the students through collecting, arranging, designing, and presenting the content play a crucial role in their learning [25]. The present study confirms this case. … [26, 27] Collecting and presenting the content by the nursing students lead to higher satisfaction [28]. … [29]
Suggestions
Non-declared
Limitations
Small population was one of the limitations for the present study.
Conclusions
The participatory teaching method significantly affects the students’ academic progress and scientific promotion. The method helps the improvement of the communication skills of the students and prepares them to enter into the labor market and to deal with social issues.
Acknowledgments
The researchers feel grateful to the Educational Deputy of Sabzevar University of Medical Sciences and the students who participated in the study.
Conflict of interest
Based on the researchers’ assert, there is no conflict of interests.
Ethical Permissions
The study was approved by the Ethics Committee of Sabzevar University of Medical Sciences.
Funding Sources
The study was not funded.

TABLES and CHARTS

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