Ali Fatima Ramzan, Hassan Fouzia, Hasan Sm Farid, Israr Fouzia, Shafiq Yusra, Arshad Hafiz Muhammad
Department of Pharmaceutics, Faculty of Pharmacy, University of Karachi, Karachi, Pakistan.
Department of Pharmacy, Ziauddin University, Karachi, Pakistan.
Pak J Pharm Sci. 2015 Nov;28(6):2185-9.
Use of technology in education has increased worldwide. Teaching methodologies are shifting from traditional classroom lectures to e-learning and computer-based learning. Pakistani students are also now fathoming necessity of acquiring tools for strengthening their knowledge and skills. The objective of present study was to analyze the shifting trends (perception and attitudes) of Pakistani Pharmacy students towards learning tools. A survey based study conducted on 296 students from various years of Pharmacy, studying in a state owned university, Karachi, Pakistan. This study was initially piloted and Cronbach's-alpha was computed for evaluation of internal consistency of questionnaire (for perception; 0.660, for attitude; 0.777 respectively). Data was computed by SPSS, version 16 (Crosstab) and Chisquare (P=0.05). Most of the students strongly agreed (53%; χ² =495;P<0.05) that introducing technology will improve learning; books are reliable reading source (53%; χ² =437.23; P<0.05) or book-reading is essential (50%; χ² =360.36; P<0.05) while others disagreed that they only study from class lectures (31%; χ² =17.22; P<0.05); not take classes (41%; χ² =48.21; P<0.05); have used software (44%; χ² =46.54; P<0.05). Majority of the students agreed on incorporating technology to improve learning. Other factors such as unavailability and expenditure of books influenced their ability to learn. This study might assist policy makers in developing policies that could improve learning.
教育技术在全球范围内的应用有所增加。教学方法正从传统的课堂讲授转向电子学习和基于计算机的学习。巴基斯坦的学生现在也开始认识到获取工具以增强知识和技能的必要性。本研究的目的是分析巴基斯坦药学专业学生对学习工具的转变趋势（认知和态度）。对来自巴基斯坦卡拉奇一所国立大学不同年级的296名药学专业学生进行了一项基于调查的研究。本研究最初进行了试点，并计算了Cronbach's-alpha系数以评估问卷的内部一致性（认知方面为0.660，态度方面为0.777）。数据通过SPSS 16版（交叉表）和卡方检验（P = 0.05）进行计算。大多数学生强烈同意（53%；χ² = 495；P < 0.05）引入技术将改善学习；书籍是可靠的阅读来源（53%；χ² = 437.23；P < 0.05）或读书至关重要（50%；χ² = 360.36；P < 0.05），而其他人不同意他们只从课堂讲授中学习（31%；χ² = 17.22；P < 0.05）；不上课（41%；χ² = 48.21；P < 0.05）；使用过软件（44%；χ² = 46.54；P < 0.05）。大多数学生同意采用技术来改善学习。其他因素，如图书的不可获取性和费用，影响了他们的学习能力。本研究可能有助于政策制定者制定能够改善学习的政策。
