Fig. 1
Flow of participants through the trial
Fig. 2
Schematic presentation of crossword puzzle activity
Table 1
Pre-test scores, post-test scores and learning gain
|
Groups |
Pre-test score |
Post-test score |
Absolute learning gain |
Relative learning gain |
Class-average normalized gain |
|---|---|---|---|---|---|
|
A (n = 35) |
6.09 ± 1.30 (30.45) |
12.87 ± 1.39*,@ (64.35) |
33.9 |
111.33 |
48.72 |
|
B (n = 35) |
6.03 ± 1.39 (30.15) |
9.74 ± 3.17* (48.70) |
18.55 |
61.53 |
26.56 |
Pre- and post-test scores are expressed as mean ± SD (percentage). Values of absolute gain, relative gain, class-average normalized gain are expressed in percentages
*p < 0.05 using paired t-test (pre-test score vs post-test score for both groups)
@ p < 0.001 using unpaired t-test (Group A post-test score vs Group B post-test score)
Table 2
Students’ perceptions about crossword puzzles as a self-learning tool
|
Sr. No. |
Statements |
SD |
D |
N |
A |
SA |
|---|---|---|---|---|---|---|
|
1 |
Enjoyable experience to solve crossword puzzle |
0 (0.00) |
0 (0.00) |
0 (0.00) |
6 (17.14) |
29 (82.86) |
|
2 |
Enhanced knowledge of antihypertensive and antiepileptic drugs |
0 (0.00) |
0 (0.00) |
3 (8.57) |
7 (20.00) |
25 (71.43) |
|
3 |
Helped to remember drug names |
0 (0.00) |
0 (0.00) |
5 (14.29) |
7 (20.00) |
23 (65.71) |
|
4 |
Challenging and problem solving |
0 (0.00) |
0 (0.00) |
1 (2.86) |
13 (37.14) |
21 (60.00) |
|
5 |
Enhances learning through recreation |
0 (0.00) |
0 (0.00) |
0 (0.00) |
5 (14.29) |
30 (85.71) |
|
6 |
Promotes active learning |
0 (0.00) |
0 (0.00) |
0 (0.00) |
12 (34.29) |
23 (65.71) |
|
7 |
Emphasizes core area of topic |
0 (0.00) |
0 (0.00) |
1 (2.86) |
10 (28.57) |
24 (68.57) |
|
8 |
Incorporation in pharmacology curriculum as self-learning tool/small group discussion |
0 (0.00) |
0 (0.00) |
3 (8.57) |
5 (14.29) |
27 (77.14) |
Values in parentheses indicate percentages. Responses recorded on 5-point Likert Scale: SD strongly disagree, D disagree, N neutral, A agree, SA strongly agree
Table 3
Strengths and suggestions for crossword puzzle activity
|
Strengths |
Suggestions |
|---|---|
|
Recreational method of learning in small group |
‘Students should be pre-informed’. |
|
‘Helps to remember MCQ points’. |
Test in the form of crossword puzzle should be taken in class after completion of topic |
|
‘Helps to categorize drug names according to different functions’. |
Topic-wise crossword activity should be taken throughout the term |
|
Crossword puzzle was challenging |
Tutorials should be based on crossword puzzles |
|
Crossword puzzles helpful in revision |
Should be conducted in exam going term to facilitate learning without fear |