Different instruction times impact student learning outcomes and Student’s Opinions survey: A case study of pharmacy students at Walailak University

Abstract

The scheduling of two sub-group classes with the same lecturer necessitates separate class schedules for morning and afternoon classes. It may impact the learning outcomes of pharmacy students. Objectives: to compare the learning outcomes between morning or afternoon classes and assess the opinions on the scheduling of morning or afternoon classes on the efficacy and quality of life for pharmacy students at Walailak University. Methodology: This research is a prospective study. A total of 130 second-year, 126 third-year, and 103 fourth-year pharmacy students who registered in the third semester (3/2022) were divided into two different groups according to student ID and student registration order of pharmacy students. Each with a different class time at morning class (7:00 a.m. to 1:00 p.m.) or afternoon class (1:00 p.m. to 7:00 p.m.). All classes were taught with the same material and the same instructor. The subject course data consists of industrial pharmacy and pharmaceutical care courses. The learning outcomes included of midterm exam scores, final exam scores and the total score of the summative evaluation. The tools used to collect data are 20-item opinion survey questionnaires during the study period. Results: The cumulative grade point average (GPAX) background of the second- and fourth-year pharmacy students is not different between the morning and afternoon classes (3.39 ± 0.28 vs. 3.47 ± 0.27) (3.25 ± 0.29 vs. 3.21 ± 0.27), respectively. However, the third-year pharmacy students show statistically different differences between morning and afternoon classes (3.36 ± 0.31 vs. 3.21 ± 0.33, P < 0.05). It was found that only second-year students showed better learning outcomes in the Physical Pharmacy subject course (pharmaceutical industry program) and Pharmacology (pharmaceutical care program) in the afternoon class than in the morning class with a significant difference in mid-term, final and total summative scores (P < 0.05). The third-year pharmacy students showed no statistical difference in the midterm score of the subject course Pharmaceutical Technology 3 (pharmaceutical industry program), but a statistical difference in the final and total summative scores. The Pharmacotherapy 1 subject course (pharmaceutical care program) showed no statistical difference in midterm, final or total summative scores. The fourth-year students showed there is no difference in the learning outcomes including of mid-term, final and total summative scores both in the Novel Drug Delivery System (pharmaceutical industry program) and Pharmacotherapy 4 (pharmaceutical care program). The opinion questionnaires on the efficacy and quality of life of morning and afternoon classes were evaluated in three categories: learning efficiency, convenience of daily life, and environmental support for learning. The results show that the all-afternoon groups reveal the most agreement in terms of learning efficiency and quality of life and are very agreeable on the environmental support for learning. Contrary to with the morning class disagee on learning efficiency but very much agree on the convenience of daily life and environmental support for learning. Conclusion: The time of the instruction period did not affect the learning outcomes in the second-fourth year of pharmacy students. That is significantly different without direction. The students in the afternoon class have opinions on aspects 1 and 2 at the level of strong agreement, and aspect 3 at the level of highest agreement. Because it encourages learning efficiency and has a positive effect on student lifestyle and living environment.