Abuarab Nada K, Aldarmahi Ahmed A
College of Science and Health Professions, King Saud Bin Abdulaziz University for Health Sciences, Jeddah, SAU.
Cureus. 2024 May 20;16(5):e60646. doi: 10.7759/cureus.60646. eCollection 2024 May.
Background The most common teaching method in science is the lecture-based approach. E-learning is one of the advanced teaching methodologies that have gained attention in recent decades. It was hypothesized that the intervention of e-learning improved students' scores and satisfaction in biology classes. The purpose of this study was to determine if e-learning combined with traditional learning methods of lectures would improve unified students' scores and satisfaction in biology classes. Methodology The study design was a quasi-experimental approach. This study was conducted at the College of Science and Health Professions Jeddah, King Saud bin Abdulaziz University for Health Sciences, Jeddah, Kingdom of Saudi Arabia. The study subjects comprised first-year female students (pre-professional program) in two different classes. The total number of participants was 150 (75 students in each group). The systematic random sampling technique was used. Randomly, one class (experimental group) received e-learning in addition to traditional lectures, and the other group (control group) received traditional lecture. The "Biology for Health Sciences" course was selected for this purpose. Scientific pre-test and post-tests were performed, and a satisfaction questionnaire was filled in for both groups. Results We found that e-learning and traditional lecture improved students' scores (P<0.01). Learning progress in the e-learning group was significantly more than that in the control group (P<0.05). Lecture has been shown to increase learning gains by 33%, and the integration of e-learning increased learning gains by 62%. Analysis of questionnaire results showed improved student satisfaction with the course in the study group. Conclusion The integration of e-learning approach significantly improved the retention and students' scores and satisfactions. E-learning could be applied more in pre-professional year science courses. According to these advantages, the quality of science education can be improved with this approach.
科学领域最常见的教学方法是基于讲座的方法。电子学习是近几十年来受到关注的先进教学方法之一。据推测，电子学习的干预提高了学生在生物课上的成绩和满意度。本研究的目的是确定电子学习与传统讲座学习方法相结合是否会提高统一学生在生物课上的成绩和满意度。
研究设计为准实验方法。本研究在沙特阿拉伯王国吉达的沙特国王阿卜杜勒阿齐兹卫生科学大学吉达科学与健康职业学院进行。研究对象包括两个不同班级的一年级女学生（专业预科课程）。参与者总数为150人（每组75名学生）。采用系统随机抽样技术。随机地，一个班级（实验组）除了接受传统讲座外还接受电子学习，另一组（对照组）接受传统讲座。为此选择了“健康科学中的生物学”课程。对两组进行了科学的预测试和后测试，并填写了满意度问卷。
我们发现电子学习和传统讲座都提高了学生的成绩（P<0.01）。电子学习组的学习进度明显高于对照组（P<0.05）。已证明讲座使学习收获提高了33%，电子学习的整合使学习收获提高了62%。问卷结果分析显示，研究组学生对课程的满意度有所提高。
电子学习方法的整合显著提高了知识保留率、学生成绩和满意度。电子学习可以更多地应用于专业预科阶段的科学课程。基于这些优势，这种方法可以提高科学教育的质量。
