search for


The Effects of Activity-Based Leaning on Preventive Dentistry Classes in the Dental Hygiene Curriculum
Int J Clin Prev Dent 2020;16(1):38-44
Published online March 31, 2020;
© 2020 International Journal of Clinical Preventive Dentistry.

Cheon-Hee Lee

Department of Dental Hygiene, Andong Science College, Andong, Korea
Correspondence to: Cheon-Hee Lee
Received December 3, 2019; Revised December 18, 2019; Accepted December 24, 2019.
This is an Open Access article distributed under the terms of the Creative Commons Attribution Non-Commercial License ( which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.
Objective: The study sought to discuss the effect of application of team-based activity-centered classes in the future’s dental hygiene education.
Methods: Experimental group was composed of 35 first-grade Class A students in 2019 at the Department of Dental Hygiene of ‘A’ College located at Gyeongsangbuk-do. While, comparison group was composed of 41 Class B students. Final study subjects were 76, excepting each one from the experimental group and from the comparison group, who didn’t take exams due to poor attendance.
Results: There was a significant difference (p<0.05) in learning attitude according to academic achievement before and after learning attitude in the study attitude which is a subconcept of learning attitude in the subgroup.
Conclusion: Improvement plans for teaching methods suitable for dental hygiene subjects should be prepared, and programs developed through the development of new teaching-learning models. It is believed that this is necessary.
Keywords : activity-based learning, problem-based learning, team-based learning, community based learning
  1. Roh EH, Min KI. Teaching and learning methodology for prac-tical education in the 21st century. Seoul: Dongmun History; 2004;23-71.
  2. Chae SJ. A study on reliability and validity of student assessment in problem based learning: focused on the case of a medical col-lege[thesis]. [Seoul]: Sungshin Women’s University; 2006.
  3. Shin JS, Shin DM, Yang EB, Lee JH, Jung MG, Jang SG. Curriculum improvement in the department of dentistry. Korean Medical Education Review 2004;6:1-44.
  4. Kim AR, Kim YK, Song YS, Sin KL, An HJ, Lee GS, et al. A study for the development of a problem-based learning package for patients with perception-adjustment disorder. Korean Adult Nurs Soc 2001;13:385-96.
  5. Hwang MY, Won BY, Shin MS. A study on the relationship of dental hygienist job awareness and view of college courses amongs some dental hygiene students. J Korean Soc Dent Hygiene 2011;11:939-49.
  6. Kwon HS. Development of a standard curriculum model for den-tal hygienist education [thesis]. [Changwon]: Kyungnam University; 1999.
  7. Oh HS. (The) effects of planning strategies on self-directed learning and motivation for learning [thesis]. [Seoul]: Sogang University; 2003.
  8. Bruner JS. Needed: a theory of instruction. Educ Leadersh 1963;20:523-32.
  9. Choi YH. A study on the relationship with self-respected science motivator of high school students [thesis]. [Gangneung]: Kwandong University; 2006.
  10. Han SH. The relationship between learning motivation and self-induced learning ability of adult learners. Learner-Cent Curric Res 2007;7:355-74.
  11. Michaelsen LK, Knight AB, Fink LD. Team-based learning: a transformative use of small groups in college teaching. Sterling, VA: Stylus; 2004:97-183.
  12. Ko YN. A study on the issues related to the academic achieve-ment of cooperative learning strategies. Korean Teacher Education Research 2004;10:239-59.
  13. Sohn IN. The effects of structured cooperative learning strategy on the learning attitude and academic achievement-based on class using internet cafe. IJTHR 2004;18:103-14.
  14. Yang JS, Seo EJ. Dental hygiene: recognition of dentistry college students in teaching about preventive dentistry practices by achievement. J Korean Acad Oral Health 2007;31:432-43.
  15. Hwang SY. Effects of problem-based learning on the knowledge achievement, critical thinking ability, attitude and motivation to-ward learning of nursing students [thesis]. [Gwangju]: Chonnam National University; 2003.
  16. Keller JM. Development and use of the ARCS model of instruc-tional design. J Instr Dev 1987;10:2-10.
  17. Bohlin RM, Milheim WD. Analyses of the instructional motiva-tion needs of adults. Can J Educ Commun 1994;23:47-55.
  18. Keller JM. Strategies for stimulating the motivation to learn. Perform Instr J 1987;26:1-7.
  19. Choi SH. Self-regulated learning strategies through web-based collaborative learning. The Korean Aassociation for Yeollin Education 2001;9:187-201.
  20. Kang SY. Effect of school record and achievement and scholary attitude [thesis]. [Seoul]: Hanyang University; 1998.
  21. Park IS, Kim DK. Effect of TBL(Team-Based Learning) on oral prophylaxis education of dental hygiene curriculum. J Korean Acad Oral Health 2009;33:125-33.
  22. Su AY. The impact of individual ability, favorable team member scores, and student perception of course importance on student preference of team-based learning and grading methods.. Adolescence 2007;42:805-26.
  23. Kim EJ. The effects of cooperative learning on communication apprehension, academic achievement and students’ satisfaction. Korean Journal of Educational Psychology 2003;17:215-31.
  24. Hong KC, Kim SC. The effects of self-directed learning abilities and learning motivations in problem-based learning on the web. Daegu Natl Univ Educ 2004;39:537-71.
  25. Hyun JS. (The) development of instructional model for the im-provement of self-directed learning ability for elementary school children [thesis]. [Busan]: Dong-A University; 1999.
  26. An DS. Team-based learning. Seoul: Korea University; 2005.

March 2020, 16 (1)