Comparison of Technology Enhanced-Learning and Traditional-Based Learning on Academic Performance among Undergraduate Physiotherapy Students

Abstract

Background: Learning is the act of acquiring knowledge or skills through instruction, attention and repeated experiences. Educators must arrange an appropriate learning environment to elicit the correct response. In physiotherapy education, there is a need for a continuous development that forces the educators to plan and implement new kinds of strategies in order to help the students to prepare for their future and to gain optimal learning. Objective: This study compared the technology-enhanced learning versus traditional-based learning on academic performance among undergraduate physiotherapy students. Methods: Quasi experimental study design was used. 30 students were selected by convenient sampling and were randomly divided into experimental group (A) and control group (B). They underwent a class on role of physiotherapy in congenital heart diseases for four hours in a week for about four weeks. The student’s academic performance was evaluated by asking few questions regarding the class which was conducted in Kahoot! for Group A and multiple-choice questionnaires (MCQs) for group B. Results: The comparison of post-test mean score between Group A and Group B showed the calculated t value = 9.63 with the p value < 0.00001. The result was significant at p<0.05. Conclusion: Technology enhanced-learning is more effective than traditional method of learning among undergraduate physiotherapy students which indicates that students are actively participating in technology-enhanced learning which increases the academic performance of students.