The Effect of Mobile Learning on Student Success and Anxiety in Teaching Genital System Anatomy

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dc.authoridKIZIL, Hamiyet/0000-0002-0722-589X
dc.contributor.authorBolatli, Gunes
dc.contributor.authorKizil, Hamiyet
dc.date.accessioned2024-12-24T19:24:07Z
dc.date.available2024-12-24T19:24:07Z
dc.date.issued2022
dc.departmentSiirt Üniversitesi
dc.description.abstractThe widespread use of smartphones has led to the emergence of new mobile learning tools. The aim of this study was to compare traditional methods to mobile learning applications, and their effect on the academic achievement and anxiety levels of students learning genital system anatomy. This research study was a randomized controlled study conducted with students who took anatomy between November and December 2018. The cohort consisted of 63 students who met the sampling criteria. Groups (control = 31, experimental = 32) were randomly selected using a simple number table. The mobile application developed for the experimental group was installed on the students' mobile devices with the extension genitalsystem.apk. The anatomy of the genital system was taught to the control group using the standard curriculum and to the experimental group using the mobile application. After teaching the anatomy of the genital system, the state anxiety levels of the students in the control group were determined to be higher at 45.6 (+/- 8.7) than the experimental group at 40.4 (+/- 8.3) as measured by the 20-80 point STAI scale. The posttest examination average of the control group was 8.9 (+/- 6.9) out of 22 or 40.4 (+/- 6.9)% and the posttest average of the experimental group using mobile application was 14.9 (+/- 5.5) or 67.7 (+/- 5.5)%. State anxiety levels and examination grades showed a highly significant difference in favor of the experimental group. These results indicate that using mobile applications when teaching anatomy may be an effective method to enhance learning and reduce anxiety levels when compared to the traditional teaching methods.
dc.identifier.doi10.1002/ase.2059
dc.identifier.endpage165
dc.identifier.issn1935-9772
dc.identifier.issn1935-9780
dc.identifier.issue1
dc.identifier.pmid33524208
dc.identifier.scopus2-s2.0-85102275732
dc.identifier.scopusqualityQ1
dc.identifier.startpage155
dc.identifier.urihttps://doi.org/10.1002/ase.2059
dc.identifier.urihttps://hdl.handle.net/20.500.12604/5845
dc.identifier.volume15
dc.identifier.wosWOS:000626583600001
dc.identifier.wosqualityQ1
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.indekslendigikaynakPubMed
dc.language.isoen
dc.publisherWiley
dc.relation.ispartofAnatomical Sciences Education
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_20241222
dc.subjectgross anatomy education
dc.subjectnursing education
dc.subjectmobile learning
dc.subjectanxiety level
dc.subjectgenital system
dc.titleThe Effect of Mobile Learning on Student Success and Anxiety in Teaching Genital System Anatomy
dc.typeArticle

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