Volume 15, Issue 4 (2024)
Res Med Edu 2024, 15(4): 24-31 |
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Bahrami M, Seidi M, Rashti R. Comparison of Medical Studentsʹ Learning with Two Methods of lecture and Cooperative Learning in the Lesson “Subjects Interpretation of the Holy Quran”. Res Med Edu 2024; 15 (4) :24-31
URL: http://rme.gums.ac.ir/article-1-1351-en.html
URL: http://rme.gums.ac.ir/article-1-1351-en.html
Education Development Center (EDC), Hamadan University Medical Sciences, Hamadan, Iran , m.seidi@umsha.ac.ir
Abstract: (1215 Views)
Introduction: According to studies, conventional teaching methods such as lectures are not effective for learning theoretical subjects, and it is necessary to use new teaching methods such as Cooperative teaching. The purpose of this study was to compare the learning and satisfaction of medical students with two methods of lecture and Cooperative learning.
Methods: This quasi-experimental study was conducted on 90 students of Hamadan University of Medical Sciences for the theoretical course of “subjects Interpretation of the Holy Quran” in 2023. Students were randomly divided into two groups: intervention (Cooperative learning) and control (lecture). The educational content, lecturer and number of sessions were the same for both groups. The study instrument consisted of two researcher-made questionnaires to measure the level of learning (with 15 questions) and to measure the level of student satisfaction (with 17 questions). The validity and reliability of both questionnaires were confirmed. A pre-test and a post-test were conducted to compare the learning rate of the two groups. Data were analyzed using descriptive and analytical statistical tests (independent t test and one-sample t test) using STATA version 14 statistical software.
Results: The age range of the participants in both groups was from 19 to 21 years, and there was no statistically significant difference between the mean age in the two groups (p=0.952). The learning rate in the Cooperative learning group (10/80±2/19) was significantly higher than the lecture method (6/26±2/67) (p<0.05)). The mean and standard deviation of the satisfaction criterion of the Cooperative learning group was equal to 3/69±0/33 (out of 5 points). The satisfaction rate of students in the content areas of the course, the assignments presented, and the content produced were 74/03%, 38.88%and 88/46%, respectively. The highest mean satisfaction was related to the range of content produced (p<0.05).
Conclusion: According to the findings of the present study, the learning and satisfaction of students in the Cooperative teaching method was higher than in the lecture method. Therefore, the use of this method as one of the complementary methods to present the Subjects Interpretation of the Holy Quran course is recommended to teachers.
Methods: This quasi-experimental study was conducted on 90 students of Hamadan University of Medical Sciences for the theoretical course of “subjects Interpretation of the Holy Quran” in 2023. Students were randomly divided into two groups: intervention (Cooperative learning) and control (lecture). The educational content, lecturer and number of sessions were the same for both groups. The study instrument consisted of two researcher-made questionnaires to measure the level of learning (with 15 questions) and to measure the level of student satisfaction (with 17 questions). The validity and reliability of both questionnaires were confirmed. A pre-test and a post-test were conducted to compare the learning rate of the two groups. Data were analyzed using descriptive and analytical statistical tests (independent t test and one-sample t test) using STATA version 14 statistical software.
Results: The age range of the participants in both groups was from 19 to 21 years, and there was no statistically significant difference between the mean age in the two groups (p=0.952). The learning rate in the Cooperative learning group (10/80±2/19) was significantly higher than the lecture method (6/26±2/67) (p<0.05)). The mean and standard deviation of the satisfaction criterion of the Cooperative learning group was equal to 3/69±0/33 (out of 5 points). The satisfaction rate of students in the content areas of the course, the assignments presented, and the content produced were 74/03%, 38.88%and 88/46%, respectively. The highest mean satisfaction was related to the range of content produced (p<0.05).
Conclusion: According to the findings of the present study, the learning and satisfaction of students in the Cooperative teaching method was higher than in the lecture method. Therefore, the use of this method as one of the complementary methods to present the Subjects Interpretation of the Holy Quran course is recommended to teachers.
Type of Study: Research |
Subject:
Teaching Method
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