Showing 6 results for Academic Failure
Mohammad Esmaeil Motlagh, Hossein Elhampour, Abdolhossein Shakurnia,
Volume 8, Issue 1 (9-2008)
Abstract
Introduction: Investigating factors affecting academic failure may provide a more clear view towards university's function for educational administrators and lead to more appropriate interventions for reducing the effects of academic failure. This study was performed to investigate the factors affecting students' academic failure in Jondishapour University of Medical Sciences. Methods: In this survey, performed in academic year of 2004-2005 in Jondishapour University of Medical Sciences, 100 failed and 100 non-failed students participated. The research tools were questionnaires gathering information about demographic features, satisfaction with discipline and university, mental health, and educational stressors. Data was analyzed by SPSS software using chi2 and t-test. Results: Male and married students faced with such failures more than others. Dropped students worked more for affording life expenses. Most of them had their high school education in villages and small towns, had their high school graduation in summer (late graduation), had lower average score, with more gap between high school diploma and university admission, had older ages, with less literate parents and lower class occupations. Dropped students were less satisfied with their discipline, and enjoyed less mental health. They had experienced more tensions resulted from post-graduation period, dormitory environment, educational conditions, and educational environment. Conclusion: Considering the effective variables on academic performance and students' educational failure, the educational authorities should make appropriate plans and strategies in order to identify at risk students and provide proper consultation and better facilities for them.
Zahra Tagharrobi, Esmaeil Fakharian, Fakhrosadat Mirhosseini, Asghar Rasoulinejad, Hossein Akbari, Hossein Ameli,
Volume 9, Issue 1 (8-2009)
Abstract
Introduction: One of the major problems in educational systems is students' probation during their course of study. With regard to the importance of identifying factors affecting the incidence of probation, this study was performed to determine the status of incidence of probation and its related factors in all graduated students of Kashan Faculty of Nursing and Midwifery. Methods: All graduated students of Kashan Faculty of Nursing and Midwifery (n=1174) during the years 1981 till 2003 were selected through census in this cross-sectional study. The data was gathered by a questionnaire including demographic information and probation status (probation records, probation semester, and the number of probation semesters). Incidence of probation was calculated and odds ratio and difference percentage were used for analyzing the status of probable related factors. Results: Probation record was argued in 46 students (3.9%) that 26 of them (2.2%) were probated just for one semester, 11 of them (0.9%) for two semesters, 8 of them (0.7%) for three semesters, and, 1 of them (0.1%) for four semesters. The utmost frequency was related to the second academic semester and then, the first semester. The average score of high school diploma and age were different in probated and not probated graduated students. The most expectancy of probation risk was related to master program and nursing discipline. Conclusion: Demographic features, educational background, and admission criteria are among factors affecting probation. Therefore, with regard to their role, it is necessary to identify at risk students and support them.
Mehdi Eskandari, Ali Rostami, Azra Hojati, Goodarz Kolifarhood,
Volume 14, Issue 2 (5-2014)
Abstract
Introduction: Study of academic failure can be helpful in identification of students at the risk of academic defeat and consequently leads to the prevention of material and human resource loss. As a result, this study was performed to determine the trends of academic failure and the determinants affecting it in Zanjan University of Medical Sciences.
Methods: In this descriptive cross-sectional study, all undergraduate medical students’ (n=894) data including educational and demographic characteristics were collected through Student Recording System (SAMA), for a 19 year period. Then the association between demographic attributes and academic failure determinants was tested using Binomial logistic regression analysis. Descending and ascending trends of probation and failure were determined using ARIMA statistical test.
Results: In total, 28.2% of students have experienced academic failure annually. The number of students and accordingly academic failure showed a reducing trend during the years 1991-2000 but students’ admission and dropouts have had a growing trend during the following decade. The most significant explanatory variables affecting academic failure are age, gender (male), and prior qualification criteria such as quota system.
Conclusion: Trends of academic failure have been affected by admission rates of medical students during the last two decades and the main determinants are educational variables and university admission criteria. Considering policies for plans to increase the number of medical students during last years, the rates of academic failure without supportive measures focused on vulnerable students, will not be avoidable.
Abdolhussein Shakurnia, Mahdi Tavalla, Maryam Aslami, Hussein Elhampour,
Volume 19, Issue 0 (4-2019)
Abstract
Introduction: Defining the factors influencing the students’ academic failure and timely identification of high-risk students, one can prevent the loss of money and manpower. The purpose of this study was to explore the educational and psychological characteristics of students as predictors of students’ academic failure in Ahvaz University of Medical Sciences
Methods: This cross - sectional case-control study was conducted on 73 failed and 73 non-failed students in the academic year 1396. To collect data, seven questionnaires including Kolb's learning styles, Rosenberg self-esteem, academic burnout, self-efficacy, life satisfaction, spiritual well-being and academic stresses were used. These standard questionnaires had a good validity and reliability. Data were analyzed using synchronous and step-by-step manner, and in the accreditation section, using Cronbach's alpha and confirmatory factors analysis.
Results: The mean and standard deviation of failed and unfailed students' age was 22.11±3.03 and 21.67±3.32 years, respectively. 33 (45.2%) of the failed students were female and 69 (94.5%) were single. Educational variables were the average grade of the diploma and the quota of the exam and the psychological variables of educational conditions, religious health and converging learning style in predicting group membership had a role, and none of the other variables had any role in predicting group membership in a step-by-step approach.
Conclusion: Regarding the role of some variables as the main factors influencing the students’ academic failure, it seems indispensable to prevent students' academic failure by identifying students at risk and adopting supportive approaches to their vulnerability
َayat Sohrabi, Ali Mahdad, Ahmad Sadeghi, Asghar Aghaei,
Volume 21, Issue 0 (4-2021)
Abstract
Introduction: Empowering students and preventing academic failure is one of the prominent issues for medical students. Causes and factors during students' studies reduce the quality of students' learning process and leads to academic and conditional dropout of some students. This study sought to investigate these factors from the view of Isfahan medical students.
Methods: This qualitative study was conducted with a phenomenological approach and a review of the lived experiences of probationary students in the academic years 2018-2019 at Isfahan University of Medical Sciences. Data were collected using semi-structured interview individually in writing and by voluntary sampling method and based on content analysis strategy were analyzed manually.
Results: A total of 31 probationary students were interviewed until the theoretical saturation of the data was reached. As to the analysis of the interviews, a total of 131 open codes, 30 pivotal codes and 5 selective codes were obtained. The highest number of factors of academic failure from the views of students were placed in the selection code of individual factors. Other factors of academic failure were in 4 selection codes of educational environment, psychological factors, factors related to family and community, factors related to professors. The common codes cited by students are as follows: lack of motivation, distraction, financial difficulties, teacher rigor, depressed mood, frustration with future careers, parental incompetence, and low self-esteem.
Conclusion: Considering the causes and different areas that are effective in creating academic failure, it is necessary to have an integrated and comprehensive view of education authorities and families in dealing with the issue of academic failure.
Ayat Sohrabi, Ali Mehdad, Ahmad Sadeghi, Asghar Aghaei,
Volume 22, Issue 0 (4-2022)
Abstract
Introduction: One of the indicators influencing the academic success of students is their perception of academic self-efficacy. This study endeavored to investigate the effectiveness of Lent and Brown's social-cognitive therapy on the perception of academic self-efficacy and its sub-components among students at Isfahan University of Medical Sciences.
Methods: The population for this semi-experimental study was all conditional students of Isfahan University of Medical Sciences, of which 60 students were selected by easy sampling method and were assigned to two experimental and control groups. The experimental group received Lent and Brown social cognitive counseling and the control group received current counseling from the University Counseling Center. The instrument was the students' academic self-efficacy questionnaire. Inferential tests used in this research included one-way analysis of variance, independent t test and analysis of covariance (ANCOVA)
Results: In the experimental group after the intervention, the average score of self-efficacy changed from 92.5±14.3 to 96.9±13.8 and from 94.7±8.9 to 95.5±0.9 in the control group. The change in self-efficacy score in the social intelligence group was 4.4 vs. 0.7 in the control group. The findings revealed that there was a significant difference between the experimental and control groups in the perception of academic self-efficacy as well as the two components of academic skill self-efficacy and academic performance self-efficacy. (p<0.05)
Conclusion: According to the results of this study, it is suggested that counseling centers of medical sciences university’s use the effectiveness of Lent and Brown's social cognitive counseling method to counsel students with academic failure.
