COMPARISON OF THE VOICE RECORDING LECTURE METHOD WITH NOTE-MAKING IN CLASS ON UNDERGRADUATE PHYSIOTHERAPY STUDENTS’ LEARNING

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NASSERI N.; JALAIE SH.; AZARSA M.H.; BAHRAMINIA S.

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Journal: Journal of Modern Rehabilitation Year:2014 | Volume:8 | Issue:2 Page(s): 64-70

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Title

COMPARISON OF THE VOICE RECORDING LECTURE METHOD WITH NOTE-MAKING IN CLASS ON UNDERGRADUATE PHYSIOTHERAPY STUDENTS’ LEARNING

Author(s)

NASSERI N. | JALAIE SH. | AZARSA M.H. | BAHRAMINIA S. | Issue Writer Certificate

Keywords

LECTURINGQ2

VOICE RECORDINGQ2

WRITTEN EXAM GRADESQ2

TEACHER’S EVALUATION SCORESQ2

Abstract

Background and Aim: Presently, LECTURING is widely used as a teaching method at all Universities particularly, if the aim is to convey the materials to a large class of students. However, nowadays recording the voice of the lecturer has become a common practice and has introduced as a new learning technique. There are studies in which researchers acknowledged this method and have mentioned many advantages for it. On the other hand, many others have declared that this method which might be used for students with certain disabilities may cause distraction and reduces the learning that can occur. The purpose of this study was to compare the method of recorded lectures with note-making in class on undergraduate physiotherapy students’ learning.Materials and Methods: In a descriptive - cross sectional study 29 undergraduate physiotherapy students classified in two groups according to studying methods; one group used the method of note-making in class and the other one utilized the method of the VOICE RECORDING. Four dependent variables including; WRITTEN EXAM GRADES, TEACHER’S EVALUATION SCORES, course satisfaction scores, and students’ grades on difficult questions were measured.Results: There were no significant differences between two groups in WRITTEN EXAM GRADES (P=0.92), TEACHER’S EVALUATION SCORES (P=0.55), course satisfaction scores (P=0.57), and on difficult questions grades (P=0.53).Conclusion: Using voice recorders had no significant effect on students’ learning. The results are related to one specific course and can not be extended to other courses.

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APA: Copy

NASSERI, N., JALAIE, SH., AZARSA, M.H., & BAHRAMINIA, S.. (2014). COMPARISON OF THE VOICE RECORDING LECTURE METHOD WITH NOTE-MAKING IN CLASS ON UNDERGRADUATE PHYSIOTHERAPY STUDENTS’ LEARNING. JOURNAL OF MODERN REHABILITATION, 8(2), 64-70. SID. https://sid.ir/paper/187203/en

Vancouver: Copy

NASSERI N., JALAIE SH., AZARSA M.H., BAHRAMINIA S.. COMPARISON OF THE VOICE RECORDING LECTURE METHOD WITH NOTE-MAKING IN CLASS ON UNDERGRADUATE PHYSIOTHERAPY STUDENTS’ LEARNING. JOURNAL OF MODERN REHABILITATION[Internet]. 2014;8(2):64-70. Available from: https://sid.ir/paper/187203/en

IEEE: Copy

N. NASSERI, SH. JALAIE, M.H. AZARSA, and S. BAHRAMINIA, “COMPARISON OF THE VOICE RECORDING LECTURE METHOD WITH NOTE-MAKING IN CLASS ON UNDERGRADUATE PHYSIOTHERAPY STUDENTS’ LEARNING,” JOURNAL OF MODERN REHABILITATION, vol. 8, no. 2, pp. 64–70, 2014, [Online]. Available: https://sid.ir/paper/187203/en

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