Bridging Pedagogical Frontiers: A Comprehensive Inquiry into the Transformative Impact of Digital Pre-Recorded Lectures on Health Sciences Education Across Diverse Institutions

Abstract

The utilization of video as an instructional tool in higher education exhibits substantial promise as a multimedia application. Integrating video content into online support materials for specific modules has the potential to enhance learners' comprehension of the material and their preparedness for assessments. This study aims to assess the effectiveness of digital pre-recorded lectures among Health Sciences undergraduates in two institutions. The researcher distributed confidential questionnaires to 180 subjects across both institutions, ensuring consent through detailed explanations on a Google Form. Subsequently, lecturers delivered pre-recorded lectures as part of the teaching and learning process. An analysis of the mean perception scores for both institutions revealed statistically significant differences (p < 0.05), with mean scores of 0.003. The study also examined pre- and post-lecture performance scores, indicating a significant improvement for both institutes. University A exhibited mean scores of 46.23 (SD=8.14) and 75.75 (SD=9.43) pre- and post-lecture, respectively. University B demonstrated mean scores of 68.85 (SD=5.95) and 70.58 (SD=2.97) pre- and post-lecture, respectively, with p < 0.05. The findings suggest that digitally pre-recorded lectures are almost equally beneficial for both institutions. To capitalize on these advantages, a standardized package for this pedagogical approach should be implemented and made accessible to Health Sciences undergraduates.