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• W4381190932 abstract "<h3>Objectives</h3> Neuroscience workshops are shown to increase knowledge and show high enjoyment levels in children, consequently leading to higher engagement in learning. Allowing children to learn in the most effective way is important for self-efficacy, motivation, and positive cognitive development. With the advances in technology, and specifically during the COVID-19 pandemic, the use of online teaching has increased significantly. The primary aim of this study was to evaluate two styles of workshop delivery and whether this affects knowledge gain during a neuroscience workshop. The secondary aim was to explore whether enjoyment levels differed between workshop delivery styles. <h3>Methods</h3> This cross-sectional interventional study consisted of two classes of children completing a set of online workshops and another two classes of children completing a set of face-to-face workshops. Workshop contents were the same, and included brain structure, neuron physiology, and neurodevelopmental impairments. The children completed a pre-and post-workshop test to compare knowledge and an evaluation form to feedback on enjoyment. The teachers also completed an evaluation form detailing their views on the workshops. The tests and evaluation forms were all scored, with the test out of a possible 11 and the evaluation forms out of a possible 12. The means of the pre-workshop and post-workshop tests were calculated along with the standard deviation. Data were checked for normality by assessing the normal distribution; a parametric paired T-test was used to examine differences in responses for each workshop style. <h3>Results</h3> 102 children participated in the study. The mean score of the pre-workshop test was 2.04/11; the mean post-workshop score was 5.67/11. There was a significant difference in knowledge gain between the two styles of workshops, face-to-face (M=6.31, SD= 2.14) and online (M=5.06, SD=1.98); t(101)=25.58, p<0.001. Children had a mean enjoyment score of 10.4/12 in the online workshops and 11.36/12 in the face-to-face workshops. This was a significant result; t(101)=3.68, p<0.01. Qualitative data collected from evaluation forms indicated high enjoyment levels from both children and teachers. <h3>Conclusion</h3> This study indicates that with advances in technology and the use of online learning during the COVID-19 pandemic, children have adapted well to learning online and can have considerable knowledge gain by being taught in this way. However, face-to-face teaching appears significantly better for knowledge retention and enjoyment levels. This finding raises the question that children could have lost considerable education during the COVID-19 pandemic because online learning was the only appropriate method of teaching." @default.
• W4381190932 created "2023-06-20" @default.
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• W4381190932 date "2023-06-19" @default.
• W4381190932 modified "2023-10-16" @default.
• W4381190932 title "94 Comparing primary school children’s knowledge and opinion on online and face-to-face teaching in relation to neuroscience workshops" @default.
• W4381190932 doi "https://doi.org/10.1136/archdischild-2023-rcpch.302" @default.
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