The role of assignments in lab activity test results in Histology

Background: In the first module of the newly adopted problem based approach where the hours for lab activity were greatly reduced showed that students were not serious about lab activity. Therefore, the test results for Histology lab activity were disappointing. We designed assignments for students to complete during the lab activity and tested whether the results could be improved.

Objective: To determine whether assignments caused better test results

Methods: This Quasi-experimental study was conducted at the Department of Histology Faculty of Medicine, University of Indonesia (FMUI). FMUI International class students enrolled in the module of Cell and Genetics in the years 2006 and 2007 were included. Intervention (year 2007 only): assignments that will be scored by instructors. Outcome measures were assignment and lab-activity test scores. T test was used to compare the means of lab-activity test scores of group 2006 and 2007, and the Pearson correlation between assignment and test scores of the group 2007 was examined.

Results and conclusion: The lab-activity test results of group 2007 (mean: 93.72, SD: 16.67) were significantly higher (p= 0.000) compared those of group 2006 (mean: 54.83, SD: 29.79). However, there was only a weak correlation between assignment and test scores (R: 0.202. p= 0.189). Assignments may contribute slightly to the significantly higher test results of the group 2007. However, other factors such as the students’ external and intrinsic factors that were not assessed in this study may also play a significant role.