Journal of Islamic International Medical College (Mar 2022)
Comparative Evaluation of Peer Assisted Learning and Teacher Assisted Learning Using Small Group Discussion
Abstract
Objective: To compare Peer assisted learning (PAL) and teacher assisted learning (TAL) in small group format comprising undergraduate dental students. Study Design: Comparative cross-sectional study. Place and Duration of Study: This study was conducted in Islamic International Dental College, Islamabad, from January 2019 to June 2019. Material and Methods: Four batches of 2nd year BDS comprising of 75 students were randomly divided into two groups. Dental Material topic was selected for an interactive two-hour session, where one group was taught by teacher and other through peer. Session was followed immediately by a short test comprising of multiplechoice questions of single correct answer to assess students' performance. Moreover, a Likert scale-based questionnaire was used to identify the perception of students about these sessions. Comparison of MCQs test scores among the two groups was done using independent sample t test while Mann- Whitney test was applied for the Likert based questionnaire. For data analysis SPSS version 23 was used. Results: Test results (marks) of TAL had a mean value of 13.72±1.55 and PAL as 12.34±2.3 with a significant p value of 0.01. Analysis of Likert scale-based data revealed that in PAL session competency level, grasping of concepts, student teacher interaction and motivation were significant factors, whereas level of interest and difficulty, time management, student participation and clinical correlation of the concerned topic were. Conclusion: Teacher assisted learning was found to be better as compared to Peer assisted learning in our set up in terms of test scores and students' perception. Nonetheless, PAL can be utilized as an important supplement in online synchronous teaching especially during current pandemic situation.
