Students’ perceptions of lecturing approaches: traditional versus interactive teaching

Figures & data

Figure 1 Sample responses to MCQ (A) and open (B) question types presented in class.

Note: Larger text in (B) indicates more frequent response.
Abbreviation: MCQ, multiple choice questions.

Table 1 Per question breakdown of survey responses examining attitude toward the interactive lectures among the studied students

Statement	Studied students (dental=60) (CS=133)
	Disagree (1–2)		Neutral		Agree (4–5)		Mean ± standard deviation
	%D	%C	%D	%C	%D	%C	D	%C
Using the AR system makes me more likely to answer questions asked in a lecture	3.3	3.0	5.0	2.3	90.0	94.0	4.4±0.7	4.6±0.7
When I read a question, I feel confident in my knowledge of the subject	6.7	6.8	21.7	19.5	71.7	73.7	3.8±0.7	3.9±0.9
I am confident in my academic ability	5.0	11.3	30.0	15.0	65.0	72.2	3.8±0.8	3.8±0.9
Including some interactive learning in the lecture made the subject more interesting	0.0	2.3	3.3	4.5	96.7	93.2	4.5±0.6	4.5±0.7
Use of the AR system increases students’ participation	1.7	1.5	3.3	3.8	95.0	94.7	4.5±0.6	4.5±0.6
Being able to respond anonymously encourages me to respond	3.3	0.8	3.3	6.8	93.3	91.7	4.6±0.7	4.7±0.6
I do not often respond when asked to contribute by a show of hands	31.7	25.6	28.3	17.3	40.0	57.1	3.1±1.2	3.5±1.3
I often respond when I am asked to call out an answer	25.0	76.7	20.0	13.5	55.0	9.8	3.3±1.2	1.9±1.1
I am more likely to respond when using mobile technology rather than shouting out or a show of hands	0.0	0.8	6.7	6.8	93.3	92.5	4.5±0.6	4.6±0.7
Use of the AR system did not increase my motivation to learn	81.7	64.7	18.3	26.3	0.0	9.0	1.8±0.7	2.1±1.1
Use of the AR system helped me to clarify my thinking about the questions being asked	1.7	4.5	3.3	12.8	95.0	80.5	4.2±0.6	4.0±0.8
Use of the AR system does not encourage class discussion	86.7	72.2	11.7	16.5	1.7	10.5	1.8±0.7	2.2±1.0
Use of the AR system encourages teacher–student interaction	5.0	6.0	18.3	11.3	76.7	82.7	4.0±0.8	4.1±0.9
Use of the AR system helps me to apply concepts and demonstrate my understanding	1.7	3.0	5.0	8.3	93.3	88.7	4.2±0.6	4.2±0.7
When I get a question wrong it helps to know that other students do the same	0.0	4.5	6.7	5.3	93.3	90.2	4.4±0.6	4.3±0.8
Use of the AR system will help me to share my learning experience	1.7	3.0	20.0	19.5	78.3	76.7	4.1±0.7	4.1±0.8
I generally find interactive learning activities helpful to my studies	0.0	2.3	10.0	6.8	90.0	89.5	4.3±0.6	4.3±0.7
The use of interactivity in lectures will not help me to remember the content more easily	86.7	70.7	11.7	11.3	1.7	16.5	1.8±0.7	2.2±1.2
Use of the AR system assists my learning	1.7	3.8	10.0	7.5	88.3	88.7	4.2±0.7	4.2±0.8
Use of the AR system had a negative impact on my ability to learn the lecture material	96.7	89.5	3.3	3.8	0.0	6.8	1.5±0.6	1.5±0.9
This technique should be used more frequently in lectures	0.0	0.8	10.0	5.3	90.0	94.0	4.3±0.6	4.5±0.6

Abbreviations: D, dental students; C, computer science students; AR, audience response; CS, computer science.

Table 2 Summary and frequency breakdown of attitude score derived from Likert responses toward the interactive lectures using the PollEverywhere software among the studied students

Attitude score
Summary		Frequency breakdown
Min–max	Mean ± SD	Low score (<75%)	Moderate score (75–<85%)	High score (≥85%)
Dental studied students (N=60)
69.52–100	83.08±7.31	6 (10.00%)	32 (53.33%)	22 (36.67%)
Computer science studied students (N=133)
41.90–97.14	81.42±9.07	26 (19.55%)	59 (44.36%)	48 (36.09%)

Abbreviations: min, minimum; max, maximum.

Table 3 The relation between attitude score toward interactive teaching using PollEverywhere and personal characteristics of the studied students

Personal characteristics	n	Mean ± SD (%)	Significance
Dental students (N=60)
Gender
Male	16	83.10±8.44	t=0.010
Female	44	83.07±5.09	P=0.992
Age group, years
18–20	45	82.31±6.82	t=1.419
20–24	15	85.40±8.41	P=0.161
Background
NI student	37	82.47±6.74	F=0.974
Wider UK	8	81.67±8.99	P=0.384
International	15	85.33±8.00
CS students (N=133)
Gender
Male	100	81.30±9.24	t=0.264
Female	33	81.79±8.83	P=0.792
Age group, years
18–20	101	81.49±8.65	F=0.521
20–24	24	80.28±11.67	P=0.595
>24	8	84.05±5.87
Background
NI student	130	81.41±9.21	F=0.012
Wider UK	2	82.38±0.67	P=0.988
International	1	81.90±0.00

Abbreviations: CS, computer science; NI, Northern Irish.

Table 4 Frequency of themes emerging from the open-ended survey question across each cohort (some categories overlap)

Variables	Frequency	% response
Dental students (n=45/60)
Anonymity	26	57.7
Revision aid	7	15.5
Embarrassment	6	13.3
Inclusivity/engagement	4	8.8
Fun/enjoyment	3	6.6
Ease of use	1	2.2
Comparison with peers	1	2.2
Prefer face-to-face interaction	1	2.2
CS students (n=102/133)
Anonymity	38	37.2
Embarrassment	32	31.3
Ease of use	26	25.4
Inclusivity/engagement	16	15.6
Comparison with peers	13	12.7
Low pressure	3	2.9
Focus/attention span	2	1.9
Fast feedback	2	1.9
Self-assessment	2	1.9
Variety	1	0.9
Competition	1	0.9
Shyness	1	0.9

Abbreviation: CS, computer science.

Figure 2 Comparison of frequency of main themes raised by students in the open question.

Abbrevation: CS, computer science.