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Table of Contents
ORIGINAL ARTICLE
Year : 2020  |  Volume : 17  |  Issue : 1  |  Page : 33-38

Effect of a web-based teaching program designed on moodle on psychopharmacology for b.sc. nursing students


1 Department of Psychiatric, Nursing, Amity College of Nursing, Amity University, Gurugram, Haryana, India
2 Professor, Amity College of Nursing, Amity University, Gurugram, Haryana, India
3 Associate Professor, Amity School of Engineering and Technology, Amity University, Gurugram, Haryana, India
4 Assistant Professor, Amity College of Nursing, Amity University, Gurugram, Haryana, India

Date of Submission04-May-2020
Date of Decision03-Jun-2020
Date of Acceptance09-Jun-2020
Date of Web Publication08-Aug-2020

Correspondence Address:
Mr. Mohit Sharma
Amity College of Nursing, Amity University, Panchgaon, Manesar, Gurugram, Haryana - 122 413
India
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/IOPN.IOPN_9_20

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  Abstract 


Introduction: The dynamic use of Internet facilities has shifted the teaching-learning process from traditional classroom teaching to the virtual learning environment. Aim: This quasi-experimental study was done to assess the effectiveness of a web-based teaching program designed on Moodle on “Psychopharmacology” for B. Sc. Nursing students. Settings and Design: Nonequivalent control group pretest posttest experimental design was used. A total of 90 nursing students were selected with total enumerative sampling from Amity College of Nursing, Haryana and Galgotias School of Nursing, Greater Noida. Subjects and Methods: A structured knowledge questionnaire was used to assess the knowledge of students regarding psychopharmacology. Group I, i.e., the experimental group received a web-based teaching program and Group II, i.e., control group received conventional teaching. Structured opinionnaire was used to assess the students' acceptance toward web-based teaching program. Results: The post mean knowledge score of students in experimental group (24.80 and 23.83 on day 11 and 21) and conventional teaching program (24.4 and 24.1 on day 11 and 21) was higher than their pre intervention knowledge scores in Group I (15.89) and Group II (15.25). Thus, both web-based teaching program and conventional teaching were found equally effective at statistically significant at P < 0.001. More than half of the students (54.31%) strongly agreed that web-based teaching program design on Moodle regarding psychopharmacology was acceptable. Conclusions: Thus, both methods of teaching were found effective in proving education to students.

Keywords: Conventional teaching and knowledge regarding psychopharmacology, effectiveness, Moodle


How to cite this article:
Sharma M, Arora S, Thada V, Naveena J H. Effect of a web-based teaching program designed on moodle on psychopharmacology for b.sc. nursing students. Indian J Psy Nsg 2020;17:33-8

How to cite this URL:
Sharma M, Arora S, Thada V, Naveena J H. Effect of a web-based teaching program designed on moodle on psychopharmacology for b.sc. nursing students. Indian J Psy Nsg [serial online] 2020 [cited 2020 Sep 23];17:33-8. Available from: http://www.ijpn.in/text.asp?2020/17/1/33/291622




  Introduction Top


The use of Internet facilities and e-learning is becoming a popular trend among the institutions with higher education. Digital media has improved the teaching and learning environment and has been becoming a common leaning environment among the students and teachers.[1] E-learning or web-based education is available to everyone, anywhere, anytime irrespective of time and distance.[2] Digital technologies are integrated more and more in our day-to-day life, and hence, it is also included in classroom practice.[3] Various LMS have been used now a days, in which some are commercial software like WebCT and Blackboard, while others are open source softwares such as Moodle, Ilias, ATutor, and Claroline[4] Moodle (Modular Object Oriented Dynamic Learning Environment) is a course management system which enables delivery of web-based education. It helps in integration of various resources and assessment strategies and is good in content creation. It has been developed by Martin Dougiamas as a part of his PhD in Education thesis.[5] It helps in providing a wide range of resources for the students. It is an all in one learning platform with many features.[6] It provides flexibility for the learners, as learners can access the study material from anywhere, like learners who lives at distance and does not have the interactions with the instructor.[7] Although Moodle has been used in various other specialties like engineering etc., yet here has been limited research regarding use of Moodle in Nursing education. Thus, the researcher felt the need to conduct study in this area.

Review of literature

Moodle has been used by several researchers to test its efficacy in educating students. Ana Cristina Oliveira et al. conducted a research study to develop an e-learning pediatric cardiology basics course and evaluate its pedagogical impact and user satisfaction. A total of 62 participants were recruited through an E-mail. The course was developed using Moodle and contents adapted from a book on this topic. The content was presented using text, images, and videos. The course was created and revised between April 2014 and July 2014. Participants were contacted in September 2014, and those who registered to do the course first did the pretest and then had access to the asynchronous course, which was given until November 2014. Pre- and post-test approach was used for pedagogical impact evaluation. The study revealed statistically significant results which were obtained in the used metrics of pedagogical impact, with quite interesting proportions of learning with just a few hours of training.[8]

Wiesław Półjanowicz did a study to assess the effectiveness of Medical Education on the Moodle e-Learning Platform. The study comprised of 75 second year master degree nursing students enrolled in the courses “Selected issues in visual rehabilitation” and “Ophthalmology and ophthalmic nursing.” Participants were divided into two groups. There were 36 students in the control group, lectures and seminars were conducted conventionally, while there were 39 students in the experimental group, lectures and seminars took place on Moodle. A multiple choice test was used to assess the knowledge of both the groups after intervention. The mean scores of the final examination for both courses were 82% in the e-learning group and 79% in the traditional group. The above results show that both forms of learning are equally effective.[9]

Aim of the study

This quasi-experimental study was done to assess the effectiveness of a web-based teaching program designed on Moodle on “Psychopharmacology” for B. Sc. Nursing students.

Objectives of the study

  1. To compare the pretest and posttest knowledge scores of B. Sc. nursing 3rd year students related to psychopharmacology after administration of web-based teaching program
  2. To compare the posttest knowledge scores of B. Sc. Nursing 3rd year students related to psychopharmacology between experimental and control group
  3. To assess the acceptability of web-based teaching program on psychopharmacology designed on Moodle.



  Subjects and Methods Top


Quantitative quasi-experimental research approach and nonequivalent control group pretest posttest control group design was used in the study.

  • Population: B. Sc. Nursing students
  • Sample: B. Sc. Nursing 3rd year students of Amity College of Nursing, Amity University, Haryana and Galgotias School of Nursing, Galgotias University, Uttar Pradesh (UP)
  • Sample: 95(Group I (55) and Group II (40))
  • Sampling Technique: Total enumerative sampling technique
  • Null Hypotheses-All the null hypotheses were tested at 0.05 level of statistical significance
  • HO1 = There will be no significant difference in the mean pretest and posttest knowledge scores of B. Sc. Nursing students using web-based teaching program
  • HO2 = There will be no significant difference in the mean pretest and posttest knowledge scores of B. Sc. nursing students in the control group receiving conventional method of teaching
  • HO3 = There will be no significant difference in the mean posttest knowledge scores of B. Sc. Nursing students using web-based teaching program and control group.


Variables of the study

Dependent variable

Knowledge of B. Sc. Nursing 3rd year students regarding psychopharmacology.

Independent variables

Web-based teaching program designed on Moodle for B. Sc. Nursing 3rd year students regarding psychopharmacology and conventional teaching regarding psychopharmacology.

Data collection tool and techniques based on objectives of the study, following tools were prepared:

  • Tool I: Structured knowledge questionnaire (KR20 = 0.84). The structured questionnaire consists of two sections, section A consists of 10 demographic questions, while section B consists of 50 MCQs related to psychopharmacology which carries 1 mark each. The maximum score was 50, while the minimum score was 0
  • Tool II: Structured opinionnaire (Cronbach alpha, r = 0.73). There are three point rating scale containing eight statements related to web-based teaching program designed on Moodle regarding psychopharmacology.


Validity

The content validity of tools was done by a panel of six experts from medical and nursing field, who had expertise in developing such instruments and the necessary modification was done accordingly.

Ethical clearance

Ethical clearance was obtained from the research committee of Amity University, Haryana. Ethical permission was obtained from the administrative authorities of Amity College of Nursing, Amity University, Haryana and Galgotias School of Nursing, Galgotias University, Greater Noida.

Data collection procedure

Once the pilot study was feasible, final study was conducted in the Amity College of Nursing, Amity University, Haryana and Galgotias School of Nursing, Galgotias University, UP during the month of February 2020 after getting ethical clearance from the administrative authorities.

  • Day 1-Pre-test was conducted on both the Group I and Group II using structured knowledge questionnaire
  • Day 1-10-Interventions were given to both the groups, web-based teaching program designed on Moodle regarding psychopharmacology to Group I and conventional teaching regarding psychopharmacology to Group II
  • Day 11-Post-test I was conducted from both the Group I and Group II
  • Day 21-Post-test II was conducted from both the groups using structured knowledge questionnaire.


Structured opinionnaire was administered to the Group I to assess the acceptability of the web-based teaching program designed on Moodle regarding psychopharmacology.

Description of intervention

Training program on psychopharmacology

The training program on psychopharmacology was prepared for B. Sc. Nursing students by the researcher. Five modules were developed related to psychopharmacology, with illustrations. Power point shows were developed. Content validation of the training program was done by experts.

The total duration of program was 10 h, 1 h each day for 10 days. For first 2 days emphasis was given on introduction about psychopharmacology, neurotransmitters, and classification. Day 3–4 focused on antipsychotic drugs. On day 5–6, emphasis was given on antidepressant drugs. Day 7–8, emphasized on mood stabilizers and anti convulsant drugs and the focus was on anxiolytic and antiparkinson drugs on day 9–10. Accounts were made on Moodle and Log in Ids and passwords were given to students in the Group I to access the training program on psychopharmacology.

Conventional teaching was given to Group II regarding psychopharmacology for 10 days. Regular follow-ups were made to answer the questions and clear the doubts of the students.

Online teaching leaning activities were used for Group I and lecture and discussion were used for Group II.


  Results Top


[Table 1] shows the mean age of students in experimental group is 20.60 and in control group 20.65, and hence, there is no significant difference among the mean age of both groups. Hence, both the groups were homogeneous with respect to age.
Table 1: “T-test” computed to compare distribution of age of B.Sc. nursing 3rd year students between experimental and control group n=(n1+n2)=95

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[Table 2] shows that there was no significant difference among the students in Group 1 and Group II with respect to demographic variable such as attended any online web-based teaching program (0.785), attended any online course on psychopharmacology (0.071), attended any workshop or conference on psychopharmacology (0.694), previous year marks of students (0.837), area of stay (0.564), and schooling (0.295), while there was a significant difference in the gender (0.001) and educational status of parents (0.000). Thus, adjusted analysis was performed keeping these variables as covariate.
Table 2: Demographic profile of B.Sc. nursing students in experimental and control group n= (n1+n2)=95

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[Table 3] shows that the mean pretest knowledge score of experimental group is 15.89, while the mean pretest knowledge score of the control group is 15.25, P = 0.197. Thus, there is no significant difference among the knowledge of students regarding psychopharmacology during pretest. Thus, the groups were homogeneous with respect to pre-test knowledge scores.
Table 3: “T-test” computed to compare pretest knowledge scores of adolescents related to psychopharmacology between the experimental and control group (n=95)

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[Table 4] shows there is significant difference among the mean knowledge scores of students regarding psychopharmacology in pretest (15.89) and posttest (24.80 and 23.83) in the experimental group. Thus, the null hypothesis HO1 is rejected. This indicates that web-based teaching program is effective in improving students' knowledge.
Table 4: Repeated measures ANOVA computed to compare pre- and post-test knowledge scores of B.Sc. Nursing 3rd year students related to psychopharmacology in experimental and control group (n=95)

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There was also a significant difference among the mean knowledge scores of students regarding psychopharmacology in pretest (15.25) and posttest (24.4 and 24.1) in the control group. Thus, the null hypothesis HO2 is rejected. This indicates that conventional teaching is also effective in improving students' knowledge.

[Table 5] shows, there is significant difference between the mean knowledge scores of pretest and first posttest, and pretest and second posttest while there is no significant difference between the mean knowledge scores of first posttest and second posttest in both the Group I and Group II, thus both web-based teaching program designed on Moodle and conventional teaching were significantly effective and the students were able to retain the knowledge gained from both web-based teaching and conventional teaching.
Table 5: Pairwise comparisons for pre-test and post-test knowledge scores of B.Sc. Nursing 3rd year students related to psychopharmacology in experimental group and control group (n=95)

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[Table 6] shows that there is no significant difference among the knowledge of students regarding psychopharmacology in posttest 1 and posttest 2 of both the experimental group and control group, i.e., P = 0.586 for posttest 1 and P = 0.462 for posttest 2.
Table 6: “T-test” computed to compare post-test knowledge scores of students related to psychopharmacology between the experimental and control group (n=95)

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Hence, the null hypothesis HO3 is accepted. Hence, it shows that there is no significant difference between the knowledge scores of the students using web-based teaching program or conventional teaching.

The data represented in [Table 7] shows that according to the opinion of the students,” web based teaching program designed on Moodle is acceptable (54.31%).
Table 7: Frequency and percentage distribution of the opinion of B.Sc. Nursing 3rd year students on web-based teaching program (n=55)

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  Discussion Top


The current study shows that both the teaching methods, i.e., web-based teaching program and traditional teaching where there is face-to-face teacher student interaction, are equally effective in providing education to students. Similar findings have been reported by many researchers.

A similar study was conducted to compare online and classroom-based formats for teaching emergency medicine to medical students, the results of the study showed no significant difference in the knowledge gain between online and classroom-based teaching groups, suggesting that both methods of instruction provide equivalent learning by Swaminatha V. Mahadevan.[10] Although initially, it is difficult to convince students and faculty about online teaching, but once it is started they begin to enjoy. High-level technology like bandwidth, uninterrupted Internet supply is key essential things which are needed to make it successful.

Students exposed to Moodle software expressed that online method of teaching was interesting, motivating and user friendly. The use of online technology must be encouraged among students and faculty members for academic purposes.


  Conclusions Top


Web-based teaching and traditional teaching, both are effective in improving knowledge of students, web-based teaching program designed on Moodle is accepted by the students.

Similar kind of study can be conducted for a larger group with different specialties at different settings.

Acknowledgment

We would like to acknowledge the administrative authorities of Amity University Haryana and Prof. Ashia Qureshi (Dean), Galgotias School of Nursing, Galgotias University, Greater Noida, for allowing us to conduct the study in their deemed institution. Most sincere thanks to all the BSc nursing, 3rd year students who promptly took part in the study. We appreciate their keen interest and cooperation shown during the conduction of the research study.

Financial support and sponsorship

Nil.

Conflicts of interest

There are no conflicts of interest.



 
  References Top

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Waheed M. Influence of Moodle Module Features on Student Motivation to Use eLearning System; 2014. Available from: https://www.semanticscholar.org/paper/Influence-of-MOODLE-Module-Features-on-Student-to-Waheed/4afc9d5420734810fb5f3e09f102e7e015dc6329#citing-papers. [Last accessed on 2020 Feb 12].  Back to cited text no. 1
    
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Agarwal A. Web Based Education: Learning from Experience. USA: IRM Press; 2003. Available from: https://www.researchgate.net/publication/240409738_Web-based_learning_experience-based_research#fullTextFileContent. [Last accessed on 2020 Feb 12].  Back to cited text no. 2
    
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Stasinakis P, Kalogiannakis M. Using Moodle in secondary education: A case study of the course “Research Project” in Greece. IJEDICT 2015;11:50-64.  Back to cited text no. 3
    
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Saleem NE, Al-Saqri MN, Ahmad SE. Acceptance of Moodle as a teaching/learning tool by the faculty of the department of information studies at sultan Qaboos University, Oman based on UTAUT. IJKCT 2016;6:5-27.  Back to cited text no. 4
    
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Oliveira AC, Mattos S, Coimbra M. Development and assessment of an e-learning course on pediatric cardiology basics. JMIR Med Educ 2017;3:e10.  Back to cited text no. 6
    
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Półjanowicz W, Mrugacz G, Szumiński M, Latosiewicz R, Bakunowicz-Łazarczyk A, Bryl A, et al. Assessment of the effectiveness of medical education on the Moodle e-learning platform. SLGR 2013;35:203-14.  Back to cited text no. 7
    
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Falih Al HH, Shubber IA. Effectiveness of Moodle system on the achievement of a course among the history department students. J Eng Appl Sci 2018;13:9760-7.  Back to cited text no. 8
    
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Rochmawati, Susanti, Bahtiar MD, Rohayati S. The effectiveness of Moodle as e-learning in accounting education program. Adv Soc Sci Edu Humanit Res 2019;335:340-4.  Back to cited text no. 9
    
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Mahadevan SV, Walker R, Kalanzi J, Stone LT, Bills C, Acker P, et al. Comparison of online and classroom-based formats for teaching emergency medicine to medical students in Uganda. AEM Educ Train 2018;2:5-9.  Back to cited text no. 10
    



 
 
    Tables

  [Table 1], [Table 2], [Table 3], [Table 4], [Table 5], [Table 6], [Table 7]



 

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