ANALYSIS OF PRE-TEST AND POST-TEST PERFORMANCE OF SECOND YEAR PHYSIOTHERAPY STUDENTS AT A DIDACTICLECTURE

Abstract

Introduction: Didactic lectures are the most commonly used method of teaching in many
medical and paramedical institutes. There are certain drawbacks in this method. It is
important to evaluate whether the learning objectives have been accomplished. In the present
study pre-test and post-test with true and false answers are introduced for second year
physiotherapy students in “hydrotherapy” lecture and assessed the effect on gaining and
retention of knowledge acquired at the end of the lecture.
Materials and methods: 57 second year students were evaluated from two different batches
in 2016 and 2017. Pre-test paper and the post-test paper were same, consisting of 30
questions with either true or false answer. Students were given 15 minutes for answering the
pre-test paper before the lecture begins and they were given 15 minutes to answer post-test
paper at the end of the lecture. Lecture hand out was given after collecting of the pot-test
papers.
Results and discussion: Analysis in the paired t test for pre- and post-test according to the
mean and the standard deviation, the p value was < 0.005 at the test. Therefore according to
the statistical analysis it can conclude that at the 5% of significant level, the post-test paper
scored more compared to the pre-test and the students improved their knowledge after the
lecture.
Conclusion: Giving pre-test paper and post-test paper will enhance the students
concentration on the lectures especially in a didactic lecture and it will improve the
knowledge they gained at the end of the lecture. Post-test paper will improve the immediate
memory and it will help to remember the content of the lecture for a longer period. Therefore,
it is strongly recommended that giving a pre-test and a post-test will enhance students’
knowledge and the memory in a didactic lecture.