A comparative study of face-to-face versus hybrid learning set-ups on academic performance and learning interest among second year medical students from De La Salle Medical and Health Sciences Institute

Author

• Jennifer Dane C. Abaya
• Divine Grace L. Abellon
• Haryll Leuven M. Bautista
• Mikaella F. Bognalbal
• Geo A. Buena
• Wynona Marie Andre G. Calderon
• Angelica D. De Matta
• Liv Leanne L. Leyson
• Justin John G. Limcolioc
• Ma. Angelika T. Manuel
• Eunice Erika Dela C. Nebalasca
• Christian Dexter C. Olog
• Roseanne Mae P. Ortilano
• Reb B. Perez
• Gail Naomi N. Tan

Date of Completion

2024

Document Type

Community Medicine

Degree Name

Doctor of Medicine

Keywords

COVID-19, hybrid set-up, academic performance

Abstract

The COVID-19 pandemic has brought about unprecedented changes in society. Its enormous influence is especially seen in the field of education. Due to the limitations brought about by the pandemic, an online academic set up was employed by the College of Medicine of De La Salle Medical and Health Sciences Institute (DLSMHSI) which eventually shifted to the hybrid set-up in recent years once restrictions were lifted. This study aims to determine if there is a significant difference in the academic performance and learning interest of second year medical students of DLSMHSI during face-to-face/pre-pandemic (Academic Year 2019-2020) and hybrid (Academic Year 2022-2023) set-ups. The overall learning interest of students was determined using the Slameto’s Questionnaire while the academic performance was measured based on the results of the YL2 comprehensive exam 1. Based on the results, Batch 2025 students, who were taught under the hybrid set up, yielded a higher overall academic performance and learning interest where a greater proportion of students received both higher grades and higher learning interest leading to overall higher mean scores compared to Batch 2022, who were taught under the predominantly face-to-face set up. This was further supported by the Welch T-test results which showed significant differences in both outcomes. These findings could be attributed to the preference of the students for learning materials, assessments, and environments that incorporate both online and face-to-face modalities rather than a purely face-to-face modality. Hence, students were shown to favour more hours of independent study periods, lecture and simulation videos, and case integration discussions among others. The findings from this study can help determine which learning setup is ideal for the College of Medicine students of DLSMHSI.

First Advisor

Dr. Jan Monzon

APA Citation

Abaya, J. C., Abellon, D. L., Bautista, H. M., Bognalbal, M. F., Buena, G. A., Calderon, W. G., De Matta, A. D., Leyson, L. L., Limcolioc, J. G., Manuel, M. T., Nebalasca, E. C., Olog, C. C., Ortilano, R. P., Perez, R. B., & Tan, G. N. (2024). A comparative study of face-to-face versus hybrid learning set-ups on academic performance and learning interest among second year medical students from De La Salle Medical and Health Sciences Institute. Community Medicine.
Retrieved from https://greenprints.dlshsi.edu.ph/commed/921