Effectiveness of blended learning on improving medical student’s learning initiative and performance in the physiology study

Figures & data

Table 1. Basic information of the students investigated in two academic years

	2019		2020
	Blended learning	Traditional learning	Blended learning	Traditional learning
Number of students	40	40	50	50
Male	21	19	30	26
Female	19	21	20	24
Score distribution
Top	9	9	10	10
Middle	25	24	29	27
Last	6	7	11	13
Learning physiology
like learning	25	23	25	27
ordinary	14	15	24	22
for examination	1	2	1	1

Figure 1. The survey results of student satisfaction analysis on physiology lessons.

Chi-square test was used to analyze the student number of very satisfied and basically satisfied, χ² = 0.0296, df = 1, P = 0.8633.

Figure 2. The survey results of knowledge acquisition on physiology.

Chi-square test was used to analyze the difference, χ² = 6.667, df = 2, P = 0.0357.

Figure 3. The analysis of the average accurate rate of classroom tests.

The data were represented as mean and analyzed by paired t test. *represents P<0.05, n = 3.

Figure 4. Comparison of student’s learning initiative between two learning approaches.

(A) The student number of preparing lessons. χ² = 29.30, df = 3, P<0.0001. (B) The student number of answering questions (χ² = 13.34, df = 1, P = 0.0003) and sharing notes (χ² = 2.924, df = 1, P = 0.0873). (C) The student number of reviewing PPT after class. χ² = 1.553, df = 1, P = 0.2127. (D) The student number of doing exercise book after class. χ² = 1.356, df = 2, P = 0.5077.

Figure 5. Factors that influence on the teaching and learning effects.

Chi-square test was used to analyze the difference, χ² = 52.20, df = 8, P<0.0001.