Showing 3 results for Study Approach
Effat Shahrabadi, Mohsen Rezaeian, Aliakbar Haghdoost,
Volume 13, Issue 10 (1-2014)
Abstract
Introduction: Most experts consider learning approach as the fundamental basis of learning dividing it into two parts of deep learning approach and surface learning approach. This is an endeavor to investigate the relationship between learning and study approaches with academic achievement among students in Rafsanjan University of Medical Sciences.
Methods: This descriptive cross-sectional study was performed in 2012 on a sample of medicine, dentistry, nursing, and allied health students (n=370) selected through stratified random sampling in Rafsanjan University of Medical Sciences. Data gathering tool was a revised two-factor Study Process Questionnaire (R-SPQ-2F) graded based on 5point Likert Scale. Students’ total grade point average (GPA) was considered to evaluate their academic achievement. Data analysis was performed using descriptive and inferential statistics (Independent t-test, ANOVA, Spearman correlation coefficient, and multiple linear regression).
Results: Mean and standard deviation of deep learning approach (3.21±0.054) was significantly higher than surface learning approach (2.92±0.064) (t=6.65, p<0.001). Deep learning and GPA showed direct and positive correlation (r=0.12, P=0.041). On the other hand, surface approach and GPA showed negative and reverse correlation (r=-0.11, P=0.05). The most important predictor index of GPA, was deep approach. This means that an increase of one unit in deep approach, lead to increase of 0.28 points in GPA. In all disciplines, mean of students’ deep approach was higher than that of surface approach, but differences of deep approach between disciplines were not significant (P=0.52).
Conclusion: This study demonstrates that deep learning approach is an important predictor of students’ learning outcome in Rafsanjan University of Medical Sciences. Therefore, students should be helped in order to adopt with deep approach using appropriate educational interventions and proper planning
Abdolhussein Shakurnia, Houshang Alijani, Shahnaz Najjar, Hussein Elhampour,
Volume 14, Issue 2 (5-2014)
Abstract
Introduction: It is important to pay attention to educational satisfaction and approaches to study for learning and academic performance. The aim of this study was to determine the correlation between nursing students' educational satisfaction and with approaches to study and academic performance.
Methods: This descriptive co-relational study was conducted on 149 students of Nursing and Midwifery School of Ahvaz University of Medical Sciences, selected by convenience sampling method during 2012-2013 academic years. The data were collected using standardized questionnaires of study approaches (ASSIST) and educational satisfaction which their validity and reliability were determined. Data were analyzed using Pearson’s correlation coefficient and independent t tests.
Results: The mean score of students’ educational satisfaction was 51.9±10.9 (range of scores: 14-70), and the mean score of deep and surface approaches the study were 59.9±6.3 and 53.5±8.4 respectively (range of scores 16-80). There was a statistically significant correlation between educational satisfaction and academic performance (p=0.015, r=0.2). In addition there was a positive correlation between educational satisfaction and deep approaches to study (p=0.002, r=0.26) and a negative correlation between educational satisfaction and surface approaches to study (p=0.003, r= - 0.24).
Conclusion: With regard to the association between students’ educational satisfaction and their academic performances, paying attention to the role of educational satisfaction seems to be necessary considering students’ further academic achievements in university level.
Hamid Abdi, Mohammad Reza Nilli,
Volume 14, Issue 9 (12-2014)
Abstract
Introduction: Approaches to studying include explicit and implicit thoughts and behaviors which could be modified by educational interventions. The purpose of this study was to determine the relationship between course experience and deliberate practice study approach among nursing students in Isfahan University of Medical Sciences.
Methods: This descriptive-correlational study was performed on all the third, fifth and seventh semester undergraduate nursing students of Isfahan University of Medical Sciences in 2013-14 academic years. The participants (n=187) were selected through convenient sampling. Data collection tools were Course Experience questionnaire and Deliberate Practice Study Approach questionnaire. The collected data were analyzed using descriptive and inferential statistics (correlation coefficients, ANOVA, and linear regression analysis).
Results: Ultimately, 123 questionnaires were analyzed. The mean score of course experience was 122.29±26.02 (out of 180), and the mean score of deliberate practice study approach was 89.74±17.18 (out of 125). There was a significant correlation between course experience and deliberate practice study approach (p=0.001, r=0.95). The multiple regression analysis also showed that among predictive components (course experience and its components), only the independent component could appropriately predict deliberate practice study approach (P=0.001).
Conclusion: According to the correlation between course experience and use of deliberate practice study approach, it is suggested that nursing teachers and planners pay special attention to this issue.
