Article Sidebar
Published:
May 16, 2023Keywords:
Article Details
Open access articles published in the Journal of Agriculture, Science and Technology are under the terms of the Creative Commons Attribution (CC BY) License which permits use, distribution and reproduction in any medium, provided the original work is properly cited. The CC BY license permits commercial and non-commercial re-use of an open-access article, as long as the author is properly attributed.
Copyright on any research article published in the Journal of Agriculture, Science and Technology is retained by the author(s). The authors grant the Journal of Agriculture, Science and Technology with a license to publish the article and identify itself as the original publisher. Authors also grant any third party the right to use the article freely as long as its original authors, citation details and publisher are identified.
Use of the article in whole or in part in any medium requires proper citation as follows:
Title of Article, Names of the Author, Year of Publication, Journal Title, Volume (Issue) and page. Links to the final article on the JSRE website are encouraged.
The Creative Commons Attribution License does not affect any other rights held by authors or third parties in the article, including without limitation the rights of privacy and publicity. Use of the article must not assert or imply, whether implicitly or explicitly, any connection with, endorsement or sponsorship of such use by the author, publisher or any other party associated with the article.
For any reuse or distribution, users must include the copyright notice and make clear to others that the article is made available under a Creative Commons Attribution license, linking to the relevant Creative Commons web page. Users may impose no restrictions on the use of the article other than those imposed by the Creative Commons Attribution license.
To the fullest extent permitted by applicable law, the article is made available as is and without representation or warranties of any kind whether express, implied, statutory or otherwise and including, without limitation, warranties of title, merchantability, fitness for a particular purpose, non-infringement, absence of defects, accuracy, or the presence or absence of errors.
Main Article Content
Improve student performance in the psychiatry subject with 3D animation
Abstract
The integration of information communication and technology in medical education has led to the emergence of modern instructional tools, thus transforming pedagogy. Modern instructional tools like 3D animation are very effective tools for pedagogy, especially in subjects that involve complex concepts that are difficult to represent with traditional instructional tools such as textbooks, and lectures. The main objective of this study was to determine the effectiveness of using 3D animation in teaching psychiatry to clinical medicine students at the Kenya Medical Training College. The study used a randomized comparative design, where participants were randomly assigned to either a treatment group (3D animation) or a control group (textbook). Data were collected using self-administered questionnaires. The study targeted 61 respondents, and the sample size was 53 respondents (11 lecturers and 42 students). A pilot test to ensure the reliability and validity of the questionnaires was done on 30 respondents from the nursing department at Kenya Medical Training College. The analysis of the results was done using the Statistical Package for Social Sciences software version 29, whereby descriptive statistics were used to describe feedback from the lecturers and students while independent sample t-tests were used to determine the statistically significant difference in student scores. The t-test results showed a statistically significant difference in means between the two groups, with t (40) = -7.332, p < 0.001 (two-tailed). The mean difference between the two groups was -8.190, with a standard error of 1.117. The 95% confidence interval of the difference ranged from -10.448 to -5.933. Therefore, the use of 3D animation had a statistically significant positive effect on test scores compared to textbook instructional materials in the context of teaching psychiatry. The study recommends the integration of 3D animations in the medical education curriculum at Kenya Medical Training College and other institutions of higher learning.
