# A Mixed-Method Study: Investigating the Impact of Different Learning Media on Undergraduate Students’ Knowledge, Performance, and Motivation in Physiology Courses

## TL;DR

This study explores how using different learning media, like PowerPoint and video, affects students' knowledge, skills, and motivation in physiology courses.

## Contribution

The study introduces a mixed-method approach to evaluate the effectiveness of active learning media in physiology education.

## Key findings

- Students using PowerPoint and video showed significant improvements in posttest scores.
- Active learning strategies increased student engagement and motivation in physiology courses.
- Female students and those from non-SBMPTN paths were more involved in the study.

## Abstract

Physiology encompasses examining the body's everyday activities, which is crucial for understanding health before disease onset. The physiology course at Hasanuddin University is included in the biomedical science curriculum. Traditionally delivered via a teacher-centered methodology, this strategy frequently results in rote memorization. To resolve this, active learning methodologies utilizing many media enabled students to choose their preferred instructional tools and augment their knowledge and drive. This study seeks to evaluate the influence of different learning media on undergraduate students' knowledge, presenting skills, and motivation in physiology courses.

We executed a mixed-method study, including quantitative and qualitative approaches, utilizing a sequential explanatory design, wherein quantitative data was initially gathered. We proceeded with qualitative data collecting to elucidate and reinforce the previous findings. We engaged 100 students to assess their knowledge and presenting skills. The evaluative instruments employed were multiple-choice questions and assessment rubrics. To ascertain the reasons and motivations for student engagement in learning physiology, we engaged nine student respondents, categorizing them into three groups: active participants, neutral participants, and non-participants. We assessed the motivations for student learning engagement with a qualitative questionnaire, which was then complemented by Focus Group Discussion (FGD) interviews.

Findings indicated a greater involvement of female students (67%) and individuals from non-SBMPTN paths (62%). Most pupils favored PowerPoint (52%) and video (20%) as educational material. Substantial enhancements in posttest scores were observed following the utilization of these media. Researchers observed significant enhancements in posttest scores following presentations that utilized PowerPoint and video media (Wilcoxon, p<0.01). Students who presented the genitourinary system via video medium achieved superior scores compared to those who utilized PowerPoint (Mann-Whitney p=0.001, p<0.01). Qualitative studies indicated that active learning strategies enhanced student involvement and motivation, making learning more engaging and pleasurable.

Active learning using specific media such as PowerPoint and video markedly improves knowledge, engagement, and motivation among students in physiology courses.