ASSOCIATION OF DIFFERENT TEACHING METHODOLOGIES WITH THE ACADEMIC PERFORMANCE IN THE ORAL PATHOLOGY DEPARTMENT OF SHARIF MEDICAL AND DENTAL COLLEGE, LAHORE. A RETROSPECTIVE STUDY

Abstract

Objective: The objective of this study was to do a five year retrospective analysis of employing different teaching methodologies on the academic performance of Third Year students of Bachelor of Dental Surgery (BDS) in Sharif College of Dentistry, (SMDC), Lahore.

Materials and Methods: A five year retrospective analysis was done using the academic records of Third Year students of Bachelor of Dental Surgery (BDS) enrolled in Sharif College of Dentistry, Lahore. Batches were taught using the teacher centered approach, teacher student interactive approach and the student centered approach. The data was analyzed using SPSS version 23 and all nominal data was entered in frequencies and percentages whereas all numerical data was entered as mean with its respective standard deviation. One way ANOVA was used to determine the statistical difference between the scores of the students taught using different teaching methodologies and Chi square test was applied for determining association of different teaching approaches and the academic performance of students. P value i.e., (p<0.05) was taken as significant.

Results: Academic record of 288 Third Year BDS students of Sharif College of Dentistry was done from the year 2014 to 2018 for the subject of Oral Pathology. There was a statistically significant difference in the academic performance of students who had tutorial and practical sessions along with demonstrations of histopathological diagrams (p≤0.001). There was no significant difference in the academic performance of students who had received either demonstrations of histopathological diagrams or had been engaged in student research assignments on histopathology (p=0.104). Furthermore, that the group who had received tutorial, practical and histopathological demonstrations was the only category with students who demonstrated an excellent result. The greatest percentage of students (21.2%) with poor performance in the exam belonged to the batches that were taught using histopathological demonstrations only.

Conclusion: According to this study the teacher centered approach of teaching is an approach that the students benefit from the least. In order to improve the academic performance of students and to revive their interest in their studies, promoting and including active learning is of immense importance.