Open AccessAn Evaluation on Dental Students’ Performance during the First Year of Covid-19 Pandemic
Author(s) -
Hazira M. Yusof,
Wan Nor Syariza Wan Ali,
Mohamed Nh
Publication year - 2021
Publication title -
ulum islamiyyah
Language(s) - English
Resource type - Journals
eISSN - 2289-4799
pISSN - 1675-5936
DOI - 10.33102/uij.vol33no1.294
Subject(s) - post hoc analysis , covid-19 , pandemic , post hoc , analysis of variance , tukey's range test , significant difference , medicine , cohort , online learning , cohort study , test (biology) , blended learning , psychology , medical education , mathematics education , dentistry , statistics , computer science , mathematics , educational technology , multimedia , paleontology , disease , infectious disease (medical specialty) , biology
As with other university programs, dental school has been affected during the Covid-19 pandemic due to physical distancing and clinical restriction. Covid-19 pandemic changes the original method of study with the swift shift to online learning, which may affect students’ performance. The objective of this study was to assess the effect of online learning methods on the final examination performance for dental undergraduate students in their clinical years in a public university in Malaysia. One-way analysis of variance (ANOVA) and post-hoc Tukey tests were conducted to compare the effect of learning methods on the mean examination score, by comparing clinical students from the year of 2018 and 2019 face-to-face (f2f) learning method as compared to fully online learning in 2020. The analysis shows that there is a statistically significant difference on final exam performance at p < 0.05 for Year 3 [F (2, 102) = 11.68] and Year 5 [F(2, 95) = 22.32]. Post-hoc Tukey HSD test indicates that the mean examination result for 2019 is significantly different from 2020 and 2018 even though the same learning method was employed for the latter. There was also no statistically significant difference for when the 2020 cohort is compared to the 2018 cohort for both Year 3 and Year 5. There was no statistically significant difference in mean examination score across all cohorts for Year 4 students. Although limited in scope, the conclusion of this study was that, f2f learning method has no significant difference with online learning in terms of final examination performance.