CHALK AND BOARD VERSUS ANIMATION BASED LEARNING

Abstract

Teaching Physiology is not a science, but is an art. Conceptual learning is gained through perception of students towards learning. The objective of this study was to compare perception of students about chalk black board learning (CBB) and animation based learning (ABL). Methods: This descriptive observational study was carried out in Physiology Department of Liaquat University of Medical & Health Sciences, Jamshoro. The faculty members of Anatomy and Physiology Departments, teaching the students of 2^nd semester of 1^st professional MBBS were interviewed. The same teachers taught the same topics with ABL and CBB. The data were collected on a specially designed proforma. The students were inquired about their attitudes towards CBB and ABL. Data were analysed using SPSS-16. Results: Total 107 students participated in the study, 71% students considered ABL a very boring method that diverge their interest from the topic. According to 74.8% students, they remembered topics much better by CBB. Whereas 57% students were agreed that they better analyse topics on CBB. Sixty eight (68.2%) students understood the topics more by CBB. And 71% students had sustained interest in topic by CBB learning. Interestingly 82.2% students consider CBB as self-motivated learning. However 50.5% students agreed that the sketches on animations gave better understanding. Then 50.5% students favoured better learning presentation by CBB teaching methodology. Conclusion: Chalk board teaching methodology, is a powerful tool for learning and teaching.