scholarly journals Effectiveness of Delivering Key Points in Biochemistry on improvement of academic performance and attitude of first year MBBS students

2021 ◽  
Vol 58 (2) ◽  
pp. 5631-5641
Author(s):  
Santhi Silambanan, Manikandan A, Kamalam R, Shalini L
Keyword(s):  
Academic Performance ◽  
Formative Assessment ◽  
Undergraduate Students ◽  
First Year ◽  
Survey Questionnaire ◽  
Teaching Methodologies ◽  
Medical College ◽  
Institutional Ethics ◽  
Key Points ◽  
The Subject

Introduction: The undergraduate students have difficulty in achieving good academic performance in Biochemistry subject. In spite of using various teaching methodologies the teacher is not able to create interest in the subject as well as improve knowledge. This study was undertaken to assess the efficacy of delivering key points on the improvement in academic performance as well as changing their perception about Biochemistry amongst first year MBBS students.   Methods: The study was conducted by the Department of Biochemistry in Sri Ramachandra Medical College and Research Institute in the year 2016. Students of 2015 batch were provided with important points in the proper format which were prepared by the faculty. Formative assessment examination marks were compared with students of previous four batches. Also, the perception of delivery of key points was assessed. Ethics approval was obtained from the institutional ethics committee (IEC-NI/16/AUG/55/63). Statistical analysis was done using SPSS version16.0. p<0.05 was considered significant. No funding was obtained for conducting this study.   Results: There was significant increase in the performance of the students in the formative assessment examinations. The students’ responses were positive in more than 80% in all the items of the survey questionnaire.   Conclusion: There was improvement in the academic performance of the students. They said it was useful for understanding and preparing for the examinations.

scholarly journals MULTIPLE CHOICE QUESTIONS: AS FORMATIVE ASSESSMENT

2019 ◽  
Vol 3 (3) ◽  
Author(s):  
Dr. Neha Rai ◽  
Dr. Nimish Rai
Keyword(s):  
Formative Assessment ◽  
Undergraduate Students ◽  
Vertical Integration ◽  
Multiple Choice ◽  
Assessment Method ◽  
First Year ◽  
Multiple Choice Questions ◽  
Medical College ◽  
Medical Undergraduate ◽  
Near Future

The aims and objectives of the study was to assess the perceptions of 130 medical undergraduate students of first year MBBS  about the most accepted written assessment method i.e multiple choice questions  for formative assessment in the near future after vertical integration of teaching . Vertical integration module was followed for osteology classes in a medical college between orthopaedics and anatomy department. Thus after obtaining feedback from all the students, we concluded that multiple choice questions can be used for formative assessment and in near future it can be utilized for summative assessment too.

Correlating entrance data and first year academic performance of students enrolled in the Integrated Master in Mechanical Engineering at the University of Porto

2021 ◽  
pp. 030641902110156
Author(s):  
TMGP Duarte ◽  
AM Lopes ◽  
LFM da Silva
Keyword(s):  
Academic Performance ◽  
Secondary School ◽  
Undergraduate Students ◽  
Mechanical Engineering ◽  
Institutional Factors ◽  
First Year ◽  
Female Type ◽  
The University ◽  
First Year University ◽  
Over Time

Understanding how the academic performance of first year undergraduate students is influenced by home, personal and institutional factors is fundamental to delineate policies able to mitigate failure. This paper investigates possible correlations between the academic performance of students at the end of high school with their achievements at the end of first year university. Data for students in the Integrated Master in Mechanical Engineering (MIEM) program within the Faculty of Engineering at the University of Porto are analysed for the period 2016/2017 to 2019/2020. The students’ performance is measured by two metrics and the students are structured as a whole and by groups, according to their gender (Male/Female), type of secondary school (Public/Private), living place (Away/Home) and the rank of MIEM in their application list of options (Option 1/Option 2–6). The information is organized statistically and possible correlations between the data are investigated. The analysis reveals limited correlation between the two metrics, meaning that all students may exhibit good or poor results at the end of first year in MIEM, independent of their status at entrance. An unanticipated pattern is exhibited for the group Option 2–6, since it shows that, despite entering into MIEM without top application marks, the students in this group can perform as well as the others. This behavior is consistent over time.

scholarly journals Inspiration, Strategies and Insight for Learning Programming Language

2021 ◽  
Vol 13 (2) ◽  
Author(s):  
Gajendra Sharma ◽  
Toshika Ojha
Keyword(s):  
Programming Language ◽  
Undergraduate Students ◽  
Learning Difficulties ◽  
First Year ◽  
C Programming ◽  
Teachers And Students ◽  
The Subject ◽  
First Programming Language ◽  
Learning Programming ◽  
Programming Courses

This study explores how the first-year undergraduate students in School of Engineering, Kathmandu University learns their very first programming language i.e. C programming. The students were requested to response to an online questioner, where they were asked about their perception about the programming language they are learning, their motivation on learning that particular language and their strategy on preparing for the subject. Student’s concept on C programming and their approach for preparing for the exam are categorized. Our results show what kind of different strategies they use to learn this particular programming language. Additionally, the insights of this paper point that learning theory of programming and practicing programming goes hand in hand in C programming course and the focus here is on learning difficult topics which involves investigating students perceptions and conceptions of causality in relation to learning difficulties (Berglund et al., 2009). This study is intended to be helpful for future teachers and students in programming courses in Nepal.

Perceived stress and sources of stress among first-year medical undergraduate students in a private medical college - Tamil Nadu

2016 ◽  
Vol 6 (1) ◽  
pp. 9 ◽  
Author(s):  
Anandhalakshmi Swaminathan ◽  
Sahityan Viswanathan ◽  
Thilipkumar Gnanadurai ◽  
Saravanan Ayyavoo ◽  
Thirunavukarasu Manickam
Keyword(s):  
Undergraduate Students ◽  
Perceived Stress ◽  
Tamil Nadu ◽  
First Year ◽  
Medical College ◽  
Medical Undergraduate ◽  
Medical Undergraduate Students

scholarly journals Knowledge of Vitamin D among First-year Medical Undergraduate Students of a Medical College: A Descriptive Cross-sectional Study

2021 ◽  
Vol 59 (235) ◽  
Author(s):  
Pratibha Manandhar ◽  
Naresh Manandhar ◽  
Sunil Kumar Joshi
Keyword(s):  
Vitamin D ◽  
Undergraduate Students ◽  
College Teaching ◽  
Cross Sectional Study ◽  
First Year ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Medical College ◽  
Medical Undergraduate ◽  
Medical Undergraduate Students

Introduction: Vitamin D also known as the sunshine vitamin, helps in bone metabolism and calcium homeostasis. It is estimated that one billion people in the world have vitamin D deficiency making it a public health problem. The objective of this study is to find out the knowledge regarding vitamin D among first-year medical undergraduate students of a medical college. Methods: This is a descriptive cross-sectional study carried out from 2nd February 2020 to 15th February 2020 at Kathmandu Medical College Teaching Hospital, Duwakot among medical undergraduate students of a medical college. Ethical clearance was received from the Institutional Review Committee of Kathmandu Medical College Teaching Hospital (Reference Number: 2812201809). A structured self-designed multiple-choice questionnaire on vitamin D knowledge was used. Convenient sampling method was applied and statistical analysis was done with Statistical Package for the Social Sciences 20 version. Results: Out of total 157 undergraduate medical students, 21 (13.3%) exhibited good knowledge, 116 (73.9.8%) had average, and 20 (12.8%) had poor knowledge. There were 83 (52.9%) Bachelor of Medicine and Bachelor of Surgery students, 39 (24.8%) were Bachelor of Dental Surgery and 35 (22.3%) were Nursing students. Conclusions: We found a satisfactory level of knowledge of vitamin D among first-year undergraduate medical students of a medical college when compared to similar studies. The majority of students from all three disciplines had average knowledge of vitamin D.

scholarly journals Understanding Pre-Service Teachers’ Familiarity and Interest in Phonics and Potential Implications

2018 ◽  
Vol 42 (3) ◽  
pp. 3
Author(s):  
Wendy Tada
Keyword(s):  
Teacher Education ◽  
Undergraduate Students ◽  
First Year ◽  
Key Points ◽  
National University ◽  
Survey Results

The aim of this study was to better understand pre-service teachers’ familiarity with and interest in phonics and how these factors might influence the development of future phonics courses. For this study, 86 first year undergraduate students attending a national university for teacher education completed a survey in 2017. Participants from one class submitted a journal after attending three lessons introducing phonics. The survey results showed that most participants did not learn phonics before entering university, and admitted they had trouble reading new English words. Furthermore, according to the journal comments, participants gained an awareness of their own pronunciation skills, and an understanding of the key points of phonics and how it can be taught using songs. 本研究では、フォニックスに関する教育実習生の学習経験と関心、及びこれらの要素が将来のフォニックスコース開発にどのような影響を与えるかをより把握することを目的とした。本研究に関して、2017年にある国立教育大学で86名の1年生の学部生が調査を行いました。また、あるクラスからの参加者が、フォニックスを紹介するレッスンに3回参加した後、日誌を提出しました。その調査結果によると、ほとんどの参加者は大学入学前にフォニックスを習得しておらず、ほとんどの参加者は英語の新しい単語を読むのに問題があると認めました。さらに、その日誌のコメントによると、自分の発音スキル、フォニックスの要点、及び歌をどのように使って教えているかという認識が得られたと結論づけることができました。

scholarly journals Residential status of medical students as a factor affecting formative and summative academic performance in Forensic Medicine at Rehman Medical College, Peshawar, Pakistan

2020 ◽  
Vol 6 (1) ◽  
pp. 07-10
Author(s):  
Khalil-Ur -Rehman ◽  
Rizwan Faisal ◽  
Rizwan Qaisar ◽  
Mian Mujahid Shah
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Forensic Medicine ◽  
Residential Status ◽  
Medical College ◽  
Significant Difference ◽  
The Subject ◽  
The Mean ◽  
The Impact

Introduction: A rigorous characterization of the impact of residential status of medical students (hostelites vs. day scholars) on the particulars of their academic performance has been lacking in Pakistan. Objective: To determine the relation of residential status of third year MBBS students to their academic performance in Forensic Medicine based on comparison of their pre-professional and professional examinations results during 2019. Materials & Methods: A comparative study was conducted from August to October 2019 on the examination performance of third year MBBS students of Rehman Medical College, Peshawar in the subject of Forensic Medicine. The results of theory and viva pre-professional and professional examinations were compared and categorized by residential status of students (Hostelites or Day Scholars). Students were categorized into groups according to their academic performance. Descriptive and Comparative data analysis was performed by SPSS 22.0, keeping p≤0.05 as significant. Results: No significant difference was found in the mean marks of hostelites and day scholars in pre-professional and professional examinations. The trend of significant improvement from pre-professional to professional examinations was similar in both groups, and it applied to both the theory and viva examinations. A significant correlation existed between the performance in two examinations among all students with no difference between the hostelites and day scholars. Conclusion: Residential status of MBBS students had no effect on their academic performance in the subject of Forensic Medicine. Keywords: Academic performance, Forensic Medicine, hostelites, day scholars

A longitudinal study: Affective wellbeing, psychological wellbeing, self‐efficacy and academic performance among first‐year undergraduate students

2020 ◽  
Vol 61 (4) ◽  
pp. 518-526 ◽  
Author(s):  
Rubia Cobo‐Rendón ◽  
María V. Pérez‐Villalobos ◽  
Darío Páez‐Rovira ◽  
Marcela Gracia‐Leiva
Keyword(s):  
Academic Performance ◽  
Longitudinal Study ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Psychological Wellbeing ◽  
First Year

scholarly journals Investigating the Role of an Inquiry-Based Biology Lab Course on Student Attitudes and Views toward Science

2016 ◽  
Vol 15 (4) ◽  
pp. ar61 ◽  
Author(s):  
Erica Jeffery ◽  
Kathy Nomme ◽  
Thomas Deane ◽  
Carol Pollock ◽  
Gülnur Birol
Keyword(s):  
Academic Performance ◽  
Undergraduate Students ◽  
Student Attitudes ◽  
English Language ◽  
Academic Support ◽  
Academic Experiences ◽  
First Year ◽  
Language Experience ◽  
Positive Effects ◽  
Attitudes About Science

Students’ academic experiences can influence their conceptualization of science. In contrast experts hold particular beliefs, perceptions, opinions, and attitudes about science that are often absent in first-year undergraduate students. Shifts toward more expert-like attitudes and views have been linked to improved student engagement, critical-thinking ability, conceptual understanding, and academic performance. In this study, we investigate shifts in attitudes and views toward science by students in four biology classes with differences in student enrollment, academic support, and instruction. We observe significant, positive effects of enrollment in a guided-inquiry lab course and academic performance on the percentage of expert-like student attitudes and views at the end of term. We also identify variation in two aspects of student attitudes and views: 1) confidence and interest and 2) understanding and acceptance. In particular, enrollment in the lab course boosts student confidence and interest in scientific inquiry in the short term, even for students with low academic performance or little English-language experience. Our results suggest that low-performing students in particular may require additional opportunities for experiential learning or greater academic support to develop expert-like perceptions of biology as a science.

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