Abstract
Introduction
Innovative teaching methods embracive of technology are essential to help academics manage increasing pressures and facilitate student learning in the face of other competing interests. Pharmacology educators have adopted computer assisted learning (CAL) as flexible, interactive and visual approaches to optimise student learning, with the emphasis placed on student-focused learning and creation of independent life-long learners. However, for students with English as a Second Language (L2) comprehending drug mechanisms described in their second language is challenging. Transition from native language to English as the language of instruction has previously been shown to restrict students' ability to express their understanding, to discuss related scientific concepts and to interpret and analyse scientific questions. Therefore the aim of this preliminary study was to develop interactive pharmacology CAL tools in two languages (Arabic and English) in order to determine if the language of instruction influences student learning by comparing both student performance in terms of test scores and satisfaction.
Methods
A computer-based flash animation describing diuretic mechanism of action was developed and narrated into two different languages (Arabic and English). The study group comprised students with Arabic as a native language and enrolled into the Health Faculty at Griffith University. Ethical approval was granted by the Griffith University Human Ethics Committee. Thirty six student volunteers were randomly allocated into two groups, English group (N = 18) and Arabic group (N = 18). Online summative assessment was used to evaluate student performance by using a multiple choice question (MCQ) quiz consisting of 12 questions. Student satisfaction with the tool was also measured using a 5-point Likert scale. Both groups received the same questions and were allocated the same time frame to complete the quiz. Time taken to answer each question and the quiz as a whole was also compared between the Arabic and English groups. Data were analysed statistically by t-test using SPSS software.
Results
Performance as measured by mean test scores was not significantly different (p=0.79) between the groups (Arabic group, M=35.64 +/- 18.25, n=18; English group, M=33.79 +/- 18.4, n=18). However, the mean time taken (seconds) to complete the quiz for the group receiving the Arabic narration (M=381.56 +/- 154.41; n=18) was significantly quicker (p<0.05) than that of the group receiving the English tool (M=466.33 +/- 169.8; n=18).
With respect to student satisfaction with the tool in terms of clarity there were no significant differences observed between the two groups (14 positive comments and 4 negative in each group). Furthermore, the same was trend was observed regarding the usefulness of the tool in making learning and understanding easier (13 positive and five negative comments in Arabic group compared with 16 positive and 2 negative comments in English one).
Conclusion
The results of the present study suggest that material delivered in native languages may improve student's ability to recall information, despite not significantly influencing student performance. Surprisingly there was no clear preference for either tool. However, further studies with larger student cohorts are required.