Comparison of teaching methods: Formative assessment in traditional didactic lectures and learning monitoring system-based lectures
DOI:
https://doi.org/10.46542/pe.2025.251.6675Keywords:
Formative assessment, ICT, Learning outcome, Pharmacy educationAbstract
Background: Studies comparing formative assessment in traditional lecture settings and those incorporating Information and Communication Technology (ICT) tools are available, although direct head-to-head comparisons are less common.
Objective: This study evaluated the effectiveness of formative assessment (FA) incorporating a learning monitoring system (LMS) as ICT in teaching methods, specifically in flipped classrooms, flipped classrooms and spaced learning, and traditional formative assessment (FA/TDL) to improve student learning outcomes.
Methods: Pharmacy students in a drug-information course were divided into three groups: traditional formative assessment (FA/TDL; 68 students), flipped classroom (FA/FC/LMS; 74 students), and flipped classroom with spaced learning (FA/(FC+SL)/LMS; 74 students). The primary outcome measured was the mean difference in external mock test scores adjusted by grade-point averages (GPAs). Secondary outcomes identified factors influencing these score differences.
Results: The results demonstrated that the learning method significantly impacted learning outcomes, with LMS improving learning outcomes compared to FA/TDL. Factors affecting test scores included sex, GPA, and the teaching methods used in the FA/FC/LMS and FA/(FC+SL)/LMS groups.
Conclusion: This study suggests that implementing LMS in higher education can enhance student performance and support successful graduation.
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