Self-Directed Learning (SDL) vs. Lecture: Effectiveness of SDL strategy in dentistry

Abstract

Objective: The objective of the study was to determine the effectiveness of self-directed learning (SDL) strategy in dentistry by comparing it with lecture. Specifically, the objectives were to describe the students' perception of their learning experience after each TL strategy, compare the students' cognitive performance, determine whether certain student characteristics influence these two variables, and identify whether these two variables are correlated. Methods: Total enumeration was done in the selection of student-respondents. Using a two-treatment counterbalanced experimental research design, two kinds of data were collected after completion of each TL strategy – post-test scores that indicate the students' cognitive performance (lowest score is zero; highest score is 20) and Assessment of University Teaching Activities Questionnaire (A.U.T.A.Q.) results, indicating students' perceptions on their learning experience (5-point scale from strongly disagree to strongly agree). Results: Results showed that there is a statistically significant difference between the total mean of A.U.T.A.Q. after SDL (M=3.94, SD=.480) and lecture (M=3.74, SD=.658); p =.024. Statistically significant difference (p <.05) can also be observed in three learning dimensions – clarification, instructor scaffolding, and evaluation. No statistically significant difference in the means of A.U.T.A.Q. after SDL [F (3, 61) = .340, p = .796] and lecture [F (3, 61) = 1.152, p = .335] was noted in all four year levels of dentistry proper. In terms of cognitive performance, there is no statistically significant difference between the scores after SDL and lecture in all year levels (p >.05). Nationality and sex did not significantly affect the students' perceptions and cognitive performance except in the third year level. Finally, there is no correlation between these two factors. Conclusion: It can be concluded that SDL is as equally effective as lectures, but it must be used cautiously at lower year levels where lecture is still more beneficial. Lower year levels exhibited higher cognitive performance after lecture while the higher year levels displayed higher cognitive performance after SDL.