Effect of mobile learning on academic achievement and attitude of Sudanese dental students: a preliminary study

Nissreen Nugud Mergany,Alam-Elhuda Dafalla,Elhadi Awooda

doi:10.1186/s12909-021-02509-x

Nissreen Nugud Mergany, Alam-Elhuda Dafalla + Show 1 more

Open Access

https://doi.org/10.1186/s12909-021-02509-x

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Abstract

BackgroundDespite the great development of smart phone programs and applications, and the wide-spread of these devices among students, their use for the educational purposes remains weak. The study aimed to investigate to what extent utilizing mobile learning as an adjunct to classic classroom lectures affect students’ academic achievement and, to assess their attitude toward using mobile application as an instructional method in dental education.MethodsA quasi-experimental study was conducted among undergraduate dental students from two Sudanese universities. A total of 67 students who voluntarily agreed to participate were randomly allocated into a control group of 33 and an intervention group of 34 students. Initially, the two groups undertook a pre-test to ensure the standardization of a scale regarding their existing academic knowledge of dental surgery forceps used for tooth extraction. Then the intervention group was provided with a mobile application (Dental Surgical Forceps application version 2.1.0.0), and 3 weeks later a post-test was given for both groups. The attitude of the students toward the effectiveness of mobile learning was as assessed by five-point Likert scale questionnaire. For comparison of the numerical parametric data, a T. test was used, while for non-parametric categorical data a Chi-Squire test was used, with level of statistical significant difference set at P-value of ≤0.05.ResultsThe response rate was 91% for the intervention group (31 out of 34 students completed the study), and 78% for the control group (26 out of 33 students completed the study). Statistical significant difference was observed between the pretest and post-test mean scores of the intervention group (P < 0.005), while the differences were not significant among the control group (P > 0.05). Regarding the attitude of the dental students, the mean scores of the sample indicate that the vast majority of the participants (93.5%) showed positive attitude regarding the effectiveness of mobile learning.ConclusionsThere is a marked difference in the students’ scores regarding their knowledge of dental surgical forceps. The students showed positive attitude toward using the mobile application.

Highlights

Despite the great development of smart phone programs and applications, and the wide-spread of these devices among students, their use for the educational purposes remains weak
Academic achievement Statistical analysis of the mean scores for the control and intervention groups regarding the pre-test showed that the difference in the mean scores was not significant
On the same format, statistical analysis of the mean scores of the intervention group regarding pre and post- test revealed that the difference is significant (P = 0.000) (Table 1)

Summary

Introduction

Despite the great development of smart phone programs and applications, and the wide-spread of these devices among students, their use for the educational purposes remains weak. Through the last two decades, researchers have advocated for many definitions and descriptions of mobile learning; they have coined terms like learning virtually, learners’ mobility, anywhere and anytime, and via mobile devices [1]. In short it can be defined as: “Mobile learning involves the use of mobile technology, either alone or in combination with other information and communication technology (ICT), to enable learning anytime and anywhere” [2]. The factors can summarized as; the lack of strategic plan, the absence of m-learning policy, financial resources and infrastructure, digital skills, and internet availability [4]

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