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Table 4 Comparison of students’ perceptions and self-assess competence between WFG and LG in root canal filling teaching

From: Application of WeChat-based flipped classroom on root canal filling teaching in a preclinical endodontic course

Questions

Group

Disagree

Agree

P value

Effect size

The course motivates my learning inspiration

LG

10(33.3%)

20(66.7%)

0.0056

0.3000

WFG

1(3.2%)

29(96.7%)

  

The course helps me to understand the knowledge of root canal filling

LG

10(33.3%)

20(66.7%)

0.0211

0.2667

WFG

2(6.6%)

28(93.3%)

  

The course is helpful for the final examination

LG

9(30.0%)

21(70.0%)

0.0419

0.2333

WFG

2(6.6%)

28(93.3%)

  

I like the teaching methods

LG

1(3.2%)

29(96.7%)

0.9999

0.0333

WFG

2(6.6%)

28(93.3%)

  

This course occupies too much of my spare time

LG

1(3.2%)

29(96.7%)

0.0056

0.3000

WFG

10(33.3%)

20(66.7%)

  

The course improves my communication skills

LG

14(46.7%)

16(53.3%)

0.0009

0.4000

WFG

2(6.6%)

28(93.3%)

  

The course improves my clinical thinking ability

LG

9(30.0%)

21(70.0%)

0.0122

0.2667

WFG

1(3.2%)

29(96.7%)

  

The root canal filling has good operability

LG

21(70.0%)

9(30.0%)

0.0370

0.3000

WFG

12(40.0%)

18(60.0%)

  

I have enough time to finish root canal filling in the test

LG

8(26.7%)

22(73.3%)

0.0797

0.2000

WFG

2(6.6%)

28(93.3%)

  
  1. LG Lecture-based classroom group, WFG WeChat-based flipped classroom group. The two groups were compared using Fisher’s exact test