Comparison of the Effect of Traditional Teaching and Flipped Classroom on the Satisfaction, Motivation, and Learning Rate of Ardabil Dental Students in Diagnostic Pathology Course

This study aims to investigate the effect of the flipped class and the traditional method on the satisfaction, motivation, and learning rate of the diagnostic pathology course. And 4 reviews of dental students in Ardabil were carried out in 1401.

In this study, which was carried out as a time series experimental design (semi-experimental time series), all of 45 dental students of Ardabil, who in the academic semester of 1400-1401 took diagnostic pathology courses 3 and 4 opinions were selected, and entered into the study. After dividing and presenting the content according to the studied variables, two groups receiving traditional education and flipped classroom education were compared. To analyze the data, an independent t-test, Mann–Whitney U, and analysis of variance were used using SPSS version 26 software. A significance level of less than 0.05 was considered.

The results showed that with the increase in the number of quiz, the average learning score of the students in the theoretical diagnostic pathology course 3 and 4 in the flipped classroom method was higher than the traditional teaching method The average total learning by lecture method was 6.12 and by the flipped class method was 8.43 and the standard deviation was 2.59 and 3.40, respectively.
(P < 0.05); However, there was no significant difference in the level of motivation and level of satisfaction in diagnostic pathology courses 3 and 4 in the flipped class and the traditional method (P<0.05).

The results of statistical analysis indicated that flipped class improves the level of learning compared to traditional teaching and thus causes academic progress in students. It is suggested that teachers use active teaching methods to increase productivity.