Differentiated Classroom Instruction (DCI) To Reduce Misconceptions in Physiology Among Dentistry Students with Varied Learning Styles

Abstract

In Dental education, there is great need for enhancing the learning achievements specifically identifying conceptual understanding in Dental Physiology, and to be able to address any misconception in the said subject. Students learning styles will be determined using an adopted instrument, the VARK questionnaire. A teaching intervention in the form of DCI involving it’s process and product will be developed to be able to identify dominant learning skills among dental students. Instruction will last 6 weeks. A conceptual pre-test and post-test will be administered prior to using DCI, DCI will be used to test the success of teaching intervention, among dental students with varied learning styles. Data will be analysed and collected from the pre-test and post-test to be able to describe the levels of understanding and any improvement in conception. The data will be analysed by t-test for paired samples, standard deviation and mean. One of the goal of this study is to know the effectiveness of the said tool.



Author Information
Maria Theresa Gonzales, Centro Escolar University, Philippines

Paper Information
Conference: ERI2022
Stream: Workplace Learning

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Posted by amp21