Skip to main content

Table 4 Frequency of the FC cohort (N = 20) in utilising the wire-bending videos and correlation between the total wire-bending score with students’ utilisation of videos

From: The effect of live demonstration and flipped classroom with continuous formative assessment on dental students’ orthodontic wire-bending performance

Activity Frequency (%) Spearman’s rho p-value
Never
(0 video)
Seldom
(1–2 videos)
Sometimes
(3 videos)
Frequently
(4–5 videos)
Always
(all 6 videos)
USAGE        
  I watched the entire length of the videos 0 (0) 1(5) 3 (15) 5 (25) 11(55) 0.384 0.094
  I watched the videos more than once 0(0) 1(5) 4(20) 8(40) 7(35) 0.108 0.651
  I watched the videos before the classroom wire bending session 0(0) 1(5) 3(15) 5(25) 11(55) -0.361 0.118
  I watched the videos during the classroom wire bending session 2(10) 7(35) 7(35) 2(10) 2(10) 0.009 0.968
  I practised wire bending while watching the videos 0(0) 1(5) 1 (5) 6(30) 12(60) 0.108 0.651
  I practised wire bending before the classroom wire bending session 1(5) 3(15) 4(20) 4(20) 8(40) 0.133 0.575
  I used the pause, fast forward and rewind functions while watching the videos 3(15) 2(10) 2(10) 2(10) 11(55) -0.287 0.219
  I watched the videos with friends 0(0) 0(0) 0(0) 4(20) 16(80) -0.087 0.716
PERCEPTION        
  I am satisfied with the quality of the videos 12(60) 5(25) 3(15) 0(0) 0(0) -0.257 0.275
  I had difficulty accessing the videos on university’s online learning platform 7(35) 9(45) 1 (5) 2 (10) 1(5) -0.053 0.823
  I prefer to watch other videos than what was uploaded onto university’s online learning platform 1 (5) 6(30) 9 (45) 4(20) 0(0) 0.396 0.084
  1. *p < 0.05 indicates statistical significance