Student Preferences Vs Academic Performance in Online and Face to Face Learning in Basic Medical Sciences: Perception Vs Reality
Year: 2025
Type: article
Study design: Observational Study
Abstract: Background: The COVID-19 pandemic necessitated a rapid transition from traditional classroom teaching to online learning, profoundly impacting medical and dental education. This shift raised concerns regarding its effectiveness compared to conventional face-to-face modalities. Objective: To compare student perceptions of online versus face-to-face teaching and to evaluate their academic performance under both modalities. Methods: A cross-sectional study was conducted among 100 preclinical BDS students. Data were collected using a validated questionnaire assessing preferences, satisfaction, and challenges related to online learning. Academic performance was compared using results from two consecutive terms: the first taught online during the pandemic and the second delivered on campus. Statistical analysis was performed using SPSS 23, with Chi-square tests applied; a p-value ≤ 0.05 was considered significant. Results: A significant association was observed between academic performance and teaching modality (p = 0.012). The pass rate was higher among students taught face-to-face (9.2%) compared to those taught online (3.4%). Questionnaire responses revealed that most students preferred traditional on-campus classes, citing teacher presence, structured interaction, and reduced distractions as key benefits. Online classes were perceived as less personalized and more challenging in terms of engagement. Conclusion: Face-to-face teaching was found to be more effective in terms of both student performance and satisfaction. While online learning offers flexibility, its limitations necessitate careful integration. A blended approach may provide the most balanced and sustainable model for future dental education.
DOI: 10.53555/dys7xr03
Author: Irum Rehman
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: gold
OpenAlex ID: W4414395451
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