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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