Gender Comparison of Students’ Perception of Educational Environment using DREEM Inventory, College of Dentistry, Jazan University
Mohammed M. Al Moaleem1, *, Mosa A. Shubayr2, 3, Mannaa K. Aldowsari4, Manea M. Al-Ahmari5, Nasser M. Al Ahmari6, Abdulkhaliq A. Alshadidi7
Identifiers and Pagination:Year: 2020
First Page: 641
Last Page: 649
Publisher Id: TODENTJ-14-641
Article History:Received Date: 07/07/2020
Revision Received Date: 16/11/2020
Acceptance Date: 16/11/2020
Electronic publication date: 23/12/2020
Collection year: 2020
open-access license: This is an open access article distributed under the terms of the Creative Commons Attribution 4.0 International Public License (CC-BY 4.0), a copy of which is available at: https://creativecommons.org/licenses/by/4.0/legalcode. This license permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
The Educational Environment (EE) has an extremely important role in effective student learning. The Dundee Ready Education Environment Measure (DREEM) is a validated and widely tool to assess the EE in health and particularly in dental professional education programs.
This study aimed to compare male and female dental students' perception regarding DREEM inventory of EE in Jazan University. A cross-sectional questionnaire included questions on demographic information and the DREEM of EEs.
DREEM was used to gather information from our BDS students’ program about the environment in our institution. The data were selected from 3rd, 4th, 5th, 6th year students. Data from 330 participants were distributed manually. Other factors such as type of graduated school, level of education, student’s GPA, and monthly income of family were assessed. All the data were analyzed.
286 (86%) of the students completed and returned the DREEM questionnaires. There was no statistically significant difference between genders with respect to mean scores of perceptions of learning. Also, there was a significant difference in terms of educational level, but no significant differences were observed in the DREEM subscales. The average overall DREEM score of the study subjects indicated a positive learning perception of 130.8 for males and 130.2 for females. The subscale for both genders involved students’ perception of learning as 32.1, the students’ perception of teaching as 29.1, while the students’ academic self-perception was 21.7. The students’ self-perception of atmosphere was 30.0 while students’ social self-perception accounted for 17.5.
Both gender students recorded positive values of the learning environment. Further, a qualitative investigation is recommended to be done on every single course to evaluate the changes and make necessary alterations.