Application of Pop Quiz Method in Teaching Biostatistics to Postgraduate Midwifery Students and Its Effect on Their Statistics Anxiety, Test Anxiety and Academic Achievement: A QuasiExperimental Study with Control Group

Q4 Medicine Journal of Biostatistics and Epidemiology Pub Date : 2021-07-18 DOI:10.18502/JBE.V7I2.6736

Soraya Moradi, E. Maraghi, Azar Babaahmadi, S. Younespour

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引用次数: 2

Abstract

Introduction: Anxiety in students is a challenge of educational systems. The present study was conducted to investigate the efficiency of Pop Quiz (unannounced formative tests) in teaching biostatistics to postgraduate midwifery students and its effects on their statistics anxiety, test anxiety and statistical analysis skills. Methods: This quasi-experimental study conducted during the first semester of the academic year of 2019-2020 in the Faculty of Nursing and Midwifery, Ahvaz Jundishapur University of Medical Sciences. The MSc midwifery students were divided into two separate classes. One of the classes was randomly selected for educational intervention (Pop Quiz). Teaching via the lecture method considered as control method. Test anxiety and statistical anxiety questionnaires were completed by the students in both groups before the educational intervention, during and at the end of semester. The final exam score considered as the statistical skills score. Data were analyzed in SPSS 22 using Fisher's exact test and GEE model. Results: Thirty eight MSC midwifery students (12 in intervention group and 26 in comparison group) were recruited in this study. The mean and standard deviation of the exam score of students in lecture and Pop Quiz groups were respectively 14.43 ± 3.80 and 15.95 ± 2.79 (P=0.182). The patterns of change in test anxiety score differed significantly over time between the two teaching methods (P = 0.003). Although, there was a decreasing trend in mean score of statistics anxiety scores in Pop Quiz group in comparison with lecture based group, but there were not statistically significant differences. Conclusion: Applying Pop Quiz to teaching biostatistics reduces test anxiety and statistics anxiety and increases statistical analysis skills in postgraduate midwifery students.

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突击测验法在助产学研究生生物统计学教学中的应用及其对统计焦虑、考试焦虑和学业成绩的影响:一项与对照组的准实验研究

学生焦虑是对教育系统的挑战。本研究旨在探讨突击测验(突击测验)在助产学研究生生物统计学教学中的效果及其对学生统计焦虑、考试焦虑和统计分析能力的影响。方法:本准实验研究于2019-2020学年第一学期在阿瓦士君迪沙普尔医科大学护理与助产学院进行。助产学硕士的学生被分为两个独立的班级。随机选择一个班级进行教育干预(突击测验)。授课方式被认为是控制方式。两组学生分别在教育干预前、学期中和学期末完成考试焦虑和统计焦虑问卷。期末考试成绩作为统计技能成绩。数据在SPSS 22中使用Fisher精确检验和GEE模型进行分析。结果:本研究共招募了38名MSC助产学学生(干预组12名，对照组26名)。授课组和突击测验组学生考试成绩的均值和标准差分别为14.43±3.80和15.95±2.79 (P=0.182)。两种教学方式的考试焦虑得分随时间的变化模式差异有统计学意义(P = 0.003)。虽然突击测验组的统计焦虑平均分与授课组相比有下降趋势，但差异无统计学意义。结论:将突击测验应用于生物统计学教学中，可以减轻助产研究生的考试焦虑和统计焦虑，提高统计分析能力。

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