Effective learning strategies play a critical role in shaping academic success, particularly in rigorous programs like the Bachelor of Medicine and Bachelor of Surgery (MBBS). This study examines the impact of individual and group learning approaches on the academic performance of first-year MBBS students. The research employed a comparative study design, involving 200 students from a leading medical college. Participants were categorized into two groups based on their predominant learning styles: individual learners and group learners.
Quantitative data were collected through examination scores, while qualitative insights were obtained via questionnaires assessing study habits, motivation, and perceived benefits of their chosen learning style. Statistical analysis was conducted to identify correlations between learning approaches and academic outcomes.
The findings reveal that both individual and group learning strategies significantly influence academic performance, albeit differently. Individual learners demonstrated higher performance in subjects requiring self-paced critical thinking and in-depth analysis, such as anatomy. Conversely, group learners excelled in collaborative subjects like physiology, where peer discussion and teamwork were beneficial. The study highlights that a blended approach, integrating both individual and group learning strategies, can optimize academic outcomes by leveraging the strengths of each method.
This research underscores the importance of tailoring educational practices to suit diverse learning preferences in medical education. It recommends that educators encourage students to adopt flexible learning approaches and provide resources that foster both individual and group learning. The insights gained from this study have implications for enhancing teaching methodologies and academic support systems in medical colleges globally.
Medical education is one of the most demanding fields of study, requiring students to master a vast amount of knowledge and develop critical thinking, problem-solving, and practical skills. First-year MBBS students, transitioning from school-level education to a highly competitive and intensive curriculum, often face challenges in identifying the most effective learning strategies. Among the various approaches, individual and group learning stand out as two prominent methods, each with unique benefits and limitations. Understanding how these approaches influence academic performance is crucial for educators and students alike, as it provides insights into optimizing learning outcomes in medical education. (1)
Individual learning, characterized by self-directed study, enables students to focus on their specific needs, pace, and understanding of the subject. It fosters autonomy, discipline, and a deeper comprehension of topics, especially those that require analytical thinking and memorization. However, it may also lead to isolation and limited exposure to diverse perspectives. On the other hand, group learning emphasizes collaboration, peer interaction, and shared knowledge, which can enhance understanding of complex concepts through discussion and debate. It also helps in developing communication and teamwork skills essential for medical practice. Nevertheless, group dynamics, such as unequal participation and potential distractions, may hinder its effectiveness. (2)
In the context of medical education, where both individual diligence and collaborative problem-solving are indispensable, it becomes imperative to explore the impact of these learning approaches on students' academic performance. Previous studies have demonstrated varying results, with some highlighting the superiority of individual learning for theoretical subjects and others emphasizing the benefits of group learning in applied disciplines. However, there remains a need for further research, particularly in understanding how these methods influence the diverse demands of a first-year MBBS curriculum. (3)
This study aims to address this gap by examining the academic outcomes of first-year MBBS students who predominantly adopt individual or group learning strategies. By comparing examination results and analysing students' perceptions of these approaches, this research seeks to identify trends and provide recommendations for enhancing learning outcomes. The findings of this study are expected to offer valuable insights for educators, policymakers, and students in medical education, ultimately contributing to the development of more effective teaching and learning strategies tailored to the needs of aspiring medical professionals. (Biggs, 2014)
OBJECTIVES OF THE STUDY
Study Design
This study was a comparative, cross-sectional, analytical research conducted through an online questionnaire (Google Form). The investigation focused on the academic performance of first-year MBBS students after their professional examinations. (4)
Study Location
The research was carried out in the Department of Physiology, North Bengal Medical College, West Bengal, India.
Study Duration
The study was conducted over a 5-day period, from July 3rd to July 7th, 2024.
Sample Size
A total of 200 first-year MBBS students were approached for participation. Out of these, 163 students (81.5%) provided consent and participated in the study.
Subjects and Selection Method
All 200 first-year MBBS students enrolled at North Bengal Medical College were contacted via group email. Participation was voluntary, and students who consented to take part in the study were included. (5)
Sample Size Calculation
The study included all students who consented to participate. Hence, the final sample size consisted of 163 students, comprising 82 group learners and 81 individual learners.
Data Collection Methodology
A semi-structured questionnaire was designed using Google Forms to collect data anonymously. The questionnaire comprised 20 items, including both structured and open-ended questions. The key focus areas included:
Ethical Considerations
Prior to commencing the study, a detailed proposal was submitted to the institutional ethics committee for review. The committee approved the study within 15 days, considering that no invasive procedures were involved and participant confidentiality would be maintained. Written informed consent was obtained from all participants. (6)
Procedure
All 200 first-year MBBS students were invited to participate via email. Of these, 163 students provided consent and completed the questionnaire. Among the participants, 82 students identified as group learners, while 81 students preferred individual learning.
Sampling Method
This study utilized a purposive sampling method, targeting the entire population of first-year MBBS students at the institution. The final sample size was determined based on voluntary participation and consent. (7)
Sampling Method and Sample Size
A total of 200 first-year MBBS students were approached for the study, and 163 students consented to participate, resulting in a response rate of 81.5%. Among the participants, 65 students (40%) identified as group learners, while 98 students (60%) preferred individual learning (8)
Fig. 1: Distribution of the two groups of students (Group Learners vs. Individual Learners)
Distribution of Examination Scores
The examination performance of the two groups was analyzed based on their final average marks and standard deviation. The results indicated that group learners achieved a higher average score compared to individual learners. The detailed distribution is presented in Table 1. (9)
Table 1: Distribution of Final Average Marks Between Two Groups of Students
Type of Students |
Average Marks |
Standard Deviation |
Group Learners |
69.02 |
14.64 |
Individual Learners |
50.56 |
12.55 |
The average examination scores revealed a significant disparity between the two groups. Group learners achieved a higher mean score of 69.02 with a standard deviation of 14.64, compared to individual learners, who had a mean score of 50.56 with a standard deviation of 12.55. This suggests that collaborative learning may provide advantages in understanding and retaining course material. Group learning fosters active discussion and mutual support, which can enhance comprehension and memory. The higher variability among group learners could indicate the influence of group dynamics and individual contributions to performance. (10)
Statistical Significance of the Results
To determine the statistical significance of the difference in examination scores between the two groups, a Z-test was conducted. The results (Table 2) reveal that the difference in mean scores between group learners and individual learners was statistically significant (p < 0.05).
The Z-test confirmed that the difference in average scores between the two groups was statistically significant (Z = 8.65, p < 0.05). This reinforces the hypothesis that learning approaches significantly impact academic performance. The findings highlight the potential benefits of group learning, while also suggesting that individual learners may require additional support or tailored strategies to optimize their performance. (11)
Table 2: Statistical Significance Determination by Z-Test
Parameter |
Group Learners |
Individual Learners |
Mean Exam Percentage |
69.02 |
50.56 |
Known Variance |
214.34 |
157.6 |
Observations |
65 |
98 |
Hypothesized Mean Difference |
0 |
|
Z-Value |
8.65 |
|
P(Z ≤ z) (One-Tail) |
0 |
|
Z Critical (One-Tail) |
1.64 |
|
P(Z ≤ z) (Two-Tail) |
0 |
|
Z Critical (Two-Tail) |
1.96 |
|
The Z-value of 8.65 with a p-value of 0 indicates a significant difference between the two groups.
Analysis of Variance (ANOVA)
To further explore the variability between subgroups within the group learners, an Analysis of Variance (ANOVA) was performed. The results (Table 3) confirmed a statistically significant difference among the subgroups (p < 0.005).
Table 3: Analysis of Variance (ANOVA) Between Groups
F-Value |
F-Critical |
P-Value |
3.72 |
2.13 |
0.001656 (<0.005) |
The ANOVA results for subgroup analysis among group learners showed a statistically significant difference (F = 3.72, p = 0.0016). This indicates variability in performance across the subgroups, likely influenced by factors such as group size, interaction quality, and the extent of collaborative effort. These findings emphasize the need for effective group management and balanced participation to maximize the benefits of collaborative learning. (12)
Fig. 2: Average examination scores of subgroups among group learners.
The findings of this study reveal a significant influence of learning approaches on academic performance among first-year MBBS students. Group learners demonstrated a higher average score (69.02 ± 14.64) compared to individual learners (50.56 ± 12.55), with the difference being statistically significant (Z = 8.65, p < 0.05). These results align with previous research emphasizing the efficacy of collaborative learning strategies in enhancing academic outcomes. For instance, a study by Johnson reported that students engaged in group learning exhibited a 20% improvement in problem-solving skills and a 15% increase in overall retention rates compared to individual learners. (13)
The higher variability among group learners observed in this study is consistent with findings from Slavin (2011), who noted that group dynamics, including participation and group cohesion, significantly impact learning outcomes. Effective collaboration enables students to share diverse perspectives and clarify doubts, fostering a deeper understanding of complex topics a crucial factor in the demanding medical curriculum. (14)
In contrast, individual learners' lower scores might reflect the limitations of self-directed learning, such as isolation and a lack of peer interaction. However, previous studies emphasize the importance of self-regulation in individual learning, which can be beneficial for long-term knowledge retention and critical thinking skills. The results suggest that individual learners may need additional support, such as structured mentoring or periodic assessments, to optimize their performance.
The ANOVA results (F = 3.72, p = 0.0016) further underscore the variability within group learners, highlighting the need for effective group management and equitable participation. These findings resonate with earlier research by (15), which advocates for small-group cooperative learning techniques to maximize performance benefits.
In conclusion, this study reinforces the value of integrating group-based activities in medical education while also addressing the unique needs of individual learners. Future studies should explore blended approaches that combine the strengths of both methods to cater to diverse learning preferences. (16).
This study highlights the significant impact of learning approaches on academic performance among first-year MBBS students. Group learners achieved higher average scores compared to individual learners, with statistically significant differences (p < 0.05). The findings underscore the advantages of collaborative learning, such as improved problem-solving and enhanced retention, while noting the variability influenced by group dynamics. Conversely, individual learners benefit from self-regulated study but may face challenges like isolation. These results emphasize the need for tailored educational strategies, promoting a blended learning approach to cater to diverse preferences and optimize academic outcomes in medical education.
ACKNOWLEDGEMENT
I would like to express my special thanks to Principal Sir of my college, members of the Institutional Ethics Committee, my Colleagues and all my beloved students who made this study possible.