scholarly journals Formulation of Learning Strategies Using Bigg’s (R-SPQ-2F) Thru Attitudinal Studies of Selected Nursing Students in Higher Education Institution

2018 ◽  
Vol 3 (3) ◽  
Keyword(s):  
Nursing Students ◽  
Learning Strategies ◽  
Developmental Stages ◽  
Standardized Test ◽  
Education Institution ◽  
Learning Approaches ◽  
Deep Approach ◽  
Statistical Tool ◽  
Surface Approach ◽  
Quantitative And Qualitative Research

Background and objective: This research anchored on the formulation of learning strategies using Bigg’s (R-SPQ-2F) thru attitudinal studies of selected nursing students in terms of surface approach and deep approach. Further, the extent of motivation of the respondents that demonstrates in their attitudinal studies using Bigg’s (R-SPQ-2F) to prove the connection of their learning strategies and their drive to study. The correlation of the attitudinal studies of the respondents and the prepared motivation of Bigg’s (R-SPQ-2F) will help determine the students’ insight about their learning practices. This aims to determine the attitudinal studies with learning approaches of the nursing students, the results of which then will become the bases for enhancing the teaching strategies of teachers to upgrade the performance of the students. Methods: The study will take the form of descriptive-evaluative research. A survey was conducted using the standardized test (R-SPQ-2F) questionnaire as propagated by John Biggs for information gathering about respondents profile and their attitudes towards learning. This study is a combination of quantitative and qualitative research, also, this will take the form of an applied type of research, and thus, teachers consequently facilitate low-achieving nursing students perform better in the subject. The study used a statistical tool for the interpretation of results according to sub problems such as frequency distribution, percentage, ranking, weighted mean, likert scale, and f-test. Results: The results revealed that there are significant differences concerning the attitudinal studies of the selected nursing students in terms of surface approach and deep approach. The motivation of the nursing students using Bigg’s (R-SPQ-2F) manifested that their extent of attitudinal studies are well equipped through academic awareness. There are twelve (12) motivational Approaches of the nursing students that are correlated to the Bigg’s (R-SPQ-2F) and eight (8), which are not correlated under deep approach and surface approach. Thru evident findings, the Learning Strategies that are formulated are based on the Extent of Motivational Approach of the nursing students through their attitudinal Studies using Bigg’s (R-SPQ-2F). Conclusions: The results analysis signifies that the attitudes toward learning have been influence students’ scholastic performance. This result manifested that the extent of the attitudinal studies of the nursing students are well-equipped through academic awareness. The result encompasses change and development through the developmental stages of the nursing students. This implies that educators should become aware of the efforts of students made for learning in order for them to reach knowledge. It is important to know the ways of learning, develop expectations and have no anxiety for learning in order to be successful.

scholarly journals Tuberculosis: knowledge among nursing undergraduate students

2019 ◽  
Vol 72 (5) ◽  
pp. 1279-1287
Author(s):  
Cleina de Fátima Carvalho ◽  
Maria Amélia Zanon Ponce ◽  
Reinaldo Antonio da Silva-Sobrinho ◽  
Roberto Della Rosa Mendez ◽  
Mariana Alvina dos Santos ◽  
...  
Keyword(s):  
Nursing Students ◽  
Learning Strategies ◽  
Undergraduate Students ◽  
Education Institution ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Attitudes And Practices ◽  
Undergraduate Nursing ◽  
The Subject ◽  
Teaching Learning

ABSTRACT Objective: To analyze the knowledge about tuberculosis among nursing undergraduate students of a Federal Higher Education Institution. Method: Descriptive cross-sectional study, with quantitative approach. Data were collected through a questionnaire based on the WHO’s guide to developing evaluation instruments on knowledge, attitudes and practices related to TB. Students were classified as “with knowledge” and “with little knowledge” based on the mean percentage of correct responses to the variables analyzed. Descriptive statistics techniques were used. Results: 60 nursing students were interviewed. “with little knowledge” was observed among students who were studying at the university for less time and who had no previous contact with the subject, and “with knowledge” was observed among those whose knowledge about tuberculosis was acquired in the health services. Conclusion: Knowledge gaps among undergraduate nursing students were identified, suggesting the need to rethink teaching-learning strategies on the subject.

scholarly journals PENGARUH PENDEKATAN BELAJAR TERHADAP KELULUSAN OSCE UKMPPD MAHASISWA FAKULTAS KEDOKTERAN DAN ILMU KESEHATAN UNIVERSITAS JAMBI

2020 ◽  
Vol 8 (1) ◽  
pp. 94-101
Author(s):  
Amelia Dwi Fitri ◽  
Nyimas Natasha A Shafira
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Medical Profession ◽  
Learning Approach ◽  
Learning Material ◽  
Deep Approach ◽  
Cross Sectional ◽  
Surface Approach ◽  
Study Process ◽  
Quality Learning

ABSTRACT Learning strategies or commonly known as learning approaches are the intentions and motivations of individuals and the use of appropriate strategies when dealing with the learning environment. In general, learning strategies can be divided into two categories, namely a deep approach and a surface approach. A deep approach is characterized by a desire to understand the material so as to produce good quality learning outcomes. A student who uses an in-depth approach has the intention to understand learning material and is motivated by an interest in learning material. Conversely, a surface approach is characterized by a desire to achieve minimal results with minimal effort resulting in low quality learning outcomes. The superficial approach is related to various forms of rote learning, with fear of failure as the dominant motivation. Therefore, the learning approach can influence learning outcomes. One of the learning outcomes assessed is the Objective Structured Clinical Examination (OSCE) Student Competency Test for Doctor Professional Programs (UKMPPD). The purpose of this study is to look at the effect of the learning strategies and OSCE UKMPPD graduation period of May 2018 and August 2018 in medical profession students of the Faculty of Medicine and Health Sciences University of Jambi (FKIK UNJA). The research method is descriptive analytic with cross-sectional approach. The population is FKIK  UNJA medical profession students who participated in the OSCE UKMPPD for the period of May 2018 and August 2018 as many as 59 students .The sample is the entire population (total sampling). Student learning approach data obtained by using the questionnaire "Revised Study Process Questionnaire 2 Factors (R-SPQ-F2). UKMPPD OSCE graduation data is the official UKMPPD graduation data issued by the UKMPPD national committee. The test used to see the effect is a regression test, the most learning approach is deep approach 50.85% % and obtained p <0.05, which indicates there is an influence between the learning strategies with OSCE UKMPPD graduation. Keywords: OSCE, UKMPPD, Medical Student ABSTRAK Strategi pembelajaran atau yang biasa dikenal sebagai pendekatan belajar merupakan intensi dan motivasi individu serta penggunaan strategi yang sesuai ketika menghadapi lingkungan pembelajaran. Secara umum, strategi  pembelajaran dapat dibagi menjadi dua kategori yaitu pendekatan mendalam (deep approach) dan pendekatan dangkal (surface approach).Pendekatan mendalam ditandai dengan keinginan untuk memahami materi sehingga menghasilkan kualitas hasil belajar yang baik. Seorang mahasiswa yang menggunakan pendekatan mendalam memiliki niat untuk memahami materi pembelajaran dan dimotivasi oleh ketertarikan pada materi pembelajaran. Sebaliknya, pendekatan dangkal ditandai dengan keinginan untuk mencapai hasil minimal dengan usaha minimal sehingga menghasilkan kualitas hasil belajar yang rendah. Pendekatan dangkal terkait dengan berbagai bentuk pembelajaran hafalan, dengan rasa takut akan kegagalan sebagai motivasi dominan.Oleh karena itu, pendekatan belajar dapat mempengaruhi hasil belajar. Salah satu hasil belajar yang dinilai adalah Objective Structured Clinical Examination (OSCE) Uji Kompetensi Mahasiswa Program Profesi Dokter (UKMPPD). Tujuan penelitian ini adalah untuk melihat pengaruh pendekatan belajar dan kelulusan OSCE UKMPPD periode Mei 2018 dan Agustus 2018 mahasiswa profesi dokter Fakultas Kedokteran dan Ilmu Kesehatan Universitas Jambi (FKIK UNJA). Metode penelitian adalah deskriptif analitik dengan pendekatan cross-sectional. Populasi adalah mahasiswa profesi dokter FKIK UNJA yang mengikuti OSCE UKMPPD periode Mei 2018 dan Agustus 2018 sebanyak 59  orang. Sampel adalah seluruh populasi (total sampling). Data pendekatan belajar mahasiswa didapatkan dengan menggunakan kuesioner “Revised Study Process Questionnaire 2 Factors (R-SPQ-F2). Data kelulusan OSCE UKMPPD adalah data resmi kelulusan UKMPPD yang dikeluarkan oleh panitia nasional UKMPPD. Uji yang digunakan untuk melihat pengaruh adalah uji regresi, Pendekatan belajar yang terbanyak adalah 50.85% % dan didapatkan p< 0,05, yang menandakan ada pengaruh antara pendekatan belajar dengan kelulusan OSCE UKMPPD. Kata Kunci :OSCE, UKMPPD, Mahasiswa Kedokteran

scholarly journals Estudio empírico de los enfoques de aprendizaje de los estudiantes universitarios en función del perfil de su titulación (profundo VS superficial)

2014 ◽  
Vol 12 (22) ◽  
pp. 303 ◽  
Author(s):  
F. Hernández ◽  
Mª P. García ◽  
J. J. Maquilón
Keyword(s):  
Factor Analysis ◽  
Student Performance ◽  
Learning Approaches ◽  
Deep Approach ◽  
Surface Approach ◽  
Main Factors ◽  
University Course ◽  
Main Factor ◽  
Estudiantes Universitarios

RESUMENEn la presente investigación se trata de estudiar, en primer lugar, a partir del análisis factorial los items que mejor definen los enfoques de aprendizaje -motivos y estrategias-de los estudiantes universitarios. En segundo lugar, se analiza la actuación que los estudiantes tienen en los items en cada una de las escalas en función del perfil de aprendizaje predominante en su titulación: superficial y profundo. Los resultados muestran que los items de la subescala de motivo profundo se factorizan en un solo factor y los de estrategia en dos factores. En cambio, en el enfoque superficial, ambas subescalas se factorizan en tres factores. En relación con el segundo objetivo, se ha observado una coherencia entre el enfoque predominante en los estudiantes y el perfil del centro en el que estudian.ABSTRACTIn this research we use the factor analysis to analyse which items are the most representative in the Biggs' SPQ. Secondly, we also analyse the performance of students in the questionnaire to see whether there is any relationship between the learning approaches of their University course and the student performance. The results show that the scale for deep approach produce one main factor in motive subscale and two main factors in strategy scale. On the contrary, the scale for surface approach split in three main factors. Concerning the second objective we find that there is a relationship between the faculties profile and the student performance.

scholarly journals Validasi Approaches to Learning and Studying Inventory di Fakultas Kedokteran Universitas Gadjah Mada Yogyakarta

2014 ◽  
Vol 3 (2) ◽  
pp. 85
Author(s):  
Michael A. Leman ◽  
Rossi Sanusi ◽  
Yayi Suryo Prabandari
Keyword(s):  
Social Sciences ◽  
Convergent Validity ◽  
Discriminant Validity ◽  
Response Rate ◽  
Approaches To Learning ◽  
Short Version ◽  
Learning Approaches ◽  
Deep Approach ◽  
Surface Approach ◽  
Second Year

Background: Short version instruments are being developed to meet the needs of social sciences researchers who simulataneously use a number of instruments. The Approaches to Learning and Studying Inventory (ALSI) is a short version instrument to measure learning approaches used by students. This analysis is part of a study that is published in different medical education periodicals. The objective of this assessment was to validate the ALSI in a population of second year medical students of the Gadjah Mada University Faculty of Medicine (GMU FM), Yogyakarta.Method: 225 second year students in the regular program at the GMU FM were invited to complete the ALSI questionnaire. To suport construct validities of ALSI, an item’ validity, Crönbach alpha, factor analysis, convergent validity, and discriminant validity were measured.Results: A total of 160 students participated in this study (71,11% response rate). The data collected did not support the construct validities of ALSI.Conclusion: ALSI requires improvement, in particular the items of the surface approach subscale. Instead of the initial five subscales, it is probably more appropriate if the instrument is divided in only three subscales - surface approach, effort management-organized studying, and deep approach-monitoring studying. 

scholarly journals STUDENT'S CONCEPTS OF AND APPROACHES TO LEARNING AND THE RELATIONSHIPS BETWEEN THEM

2020 ◽  
Vol 39 (3) ◽  
pp. 620-632
Author(s):  
Mohammad Ahmad Alkhateeb ◽  
Osamah Abdel Qader Bani Milhem
Keyword(s):  
Qualitative Content Analysis ◽  
Approaches To Learning ◽  
Learning Approaches ◽  
Deep Approach ◽  
Conceptions Of Learning ◽  
Surface Approach ◽  
Approach To Learning ◽  
Deep Approach To Learning ◽  
Study Population ◽  
Surface Approach To Learning

The study attempted to characterize students’ conceptions of learning and approaches to learning and revealing the correlation between the students’ concepts and approaches to learning. The researchers used qualitative content analysis and a descriptive approach. The study population comprised 90 male and female students of the Faculty of Educational Science in the HU University, Jordan, during the 2019/2020 academic year. The quantitative concepts were dominating among students (87.77%), especially the concept of learning as a knowledge increase (33.33%). On the other hand, the qualitative concepts of learning were low (12.22%), especially on the person change (2.22%). In addition, there was an emergence of a new concept of learning outside the traditional concepts, namely learning as exam preparation. The results showed that the deep approach to learning was low, and the surface approach to learning was high. The results further showed a correlation between the quantitative concepts of learning and the surface approach to learning, as well as a correlation between the qualitative concepts of learning the deep approach to learning. Hence, the general conclusion implies that if teachers are to place learners at the heart of the learning process, they must be aware of the concepts of learning and learning approaches of the students.

Personal Epistemic and Learning Approaches as Predictors of Pre-service Teachers use of Strategies to Counter Cognitive Dissonance from Supervisor Feedback

2020 ◽  
Vol 9 (2) ◽  
pp. 62-89
Author(s):  
Oyebode Stephen Oyetoro ◽  
Bosede Abimbola Adesina ◽  
Tolulope Segun Eyebiokin
Keyword(s):  
Cognitive Dissonance ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Learning Approaches ◽  
Deep Approach ◽  
Southwestern Nigeria ◽  
Surface Approach ◽  
Multiple Strategies ◽  
Deep Approach To Learning ◽  
Descriptive Survey

This study investigated how epistemic and learning approaches of pre-service teachers (PRESETs) in Obafemi Awolowo University, Southwestern Nigeria, predict their use of strategies to counteract cognitive dissonance arising from incongruent feedback from supervisors. The study adopted the descriptive survey research design. The population comprised 192 PRESETs in the third and fourth year of their teacher training. Findings revealed that the PRESETs possessed sophisticated personal epistemic approaches and utilised the deep approach to learning more than the surface approach. It was also revealed that the PRESETs are likely to utilise multiple strategies to counteract cognitive dissonance that may arise from conflicting feedback from university assigned supervisors during teaching practice. Findings revealed a function with coefficients as follows: deep approach (0.78), simple knowledge (0.21), surface approach (0.22), innate ability (-0.015), quick learning (-0.09), omniscient authority (0.17) and certain knowledge (0.24). The structure was maximised for 77% of PRESETs with high use of strategies to counteract dissonance arising from incongruent supervisors’ feedback; 36.7% and 67.6% of PRESETs with moderate and low dissonance reduction strategy users respectively. The conclusion reached was that teacher educators and other stakeholders should be made aware of these findings. Also, these findings should be incorporated in the implementation of course contents on sources of cognitive dissonances during teaching practice and how to counter them.

Persistence in studies in relation to learning approaches and first-year grades: a study of university chemistry students in Finland

2019 ◽  
Vol 20 (3) ◽  
pp. 452-467
Author(s):  
Mika Lastusaari ◽  
Eero Laakkonen ◽  
Mari Murtonen
Keyword(s):  
Dropping Out ◽  
First Year ◽  
Learning Approach ◽  
Learning Approaches ◽  
Deep Approach ◽  
Students At Risk ◽  
Surface Approach ◽  
Severe Problem ◽  
Chemistry Students

Changing majors or dropping out are of great concern to universities worldwide, but the role of learning approaches in terms of students’ persistence has not been previously studied. Changing majors, especially in chemistry, is a severe problem in Finland. Here, learning approach data were collected with the ChemApproach questionnaire from 733 bachelor-level students at four Finnish universities. Students intending to change majors showed stronger submissive surface approaches and weaker active deep approaches than those intending to persist in chemistry. The ChemApproach data were complemented with information on actual persistence and first-year grades from a smaller sample from one university (N = 177). A practical deep approach in chemistry studies combined with relatively high grades was shown to be connected to persistence, while a desire to change majors combined with high grades resulted in the actual changing of majors. A high submissive surface approach indicated students at risk of dropping out completely.

The Prospects and Risks Connected with Increasing the Level of Self-Organisation in Students

2020 ◽  
pp. 75-81
Author(s):  
Svetlana Alexandrovna Kosareva ◽  
Keyword(s):  
Higher Education ◽  
Professional Competence ◽  
Initial Level ◽  
Education Institution ◽  
Diagnostic Methods ◽  
Study Guide ◽  
Learning Approaches ◽  
Control Groups ◽  
Self Organisation ◽  
And Control

The paper describes the method for increasing the level of self-organisation in students which has been developed by the author. It also contains the method testing results and presents the prospects and risks teachers could face while applying the method in a higher education institution. The purpose of this study is to find out the prospects and risks of applying the method for increasing the level of self-organisation in students and to determine the ways of reducing the risks. Methodology. The author points out the learning approaches which were the basis of developing the method and describes diagnostic methods for determining students’ self-organisation levels. The work focused on increasing each student’s initial level consists of a theoretical and a practical part and includes project activities on creating a study guide. The results of the study. The method developed proved to be effective. It was established by diagnosing the final level of self-organisation in students in the experimental and control groups. The paper considers the advantages of the method among which there is universal character, flexibility, improvements to teacher’s and students’ professional competence, etc. At the same time it is necessary to be aware of the risks due to the increased amount of teacher’s work and the fact that students’ work within the project tends to be monotonous. In conclusion, the prospects of the method for increasing the level of self-organisation in students are related to its advantages and the final results of the work. The risks of its use can be reduced with the help of the measures proposed in the paper.

THE ANALYSIS OF NURSING STUDENT SOFT SKILLS DEVELOPMENT BETWEEN LECTURE AND PROBLEM BASED LEARNING APPROACHES 2011

2018 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Hilman Syarif
Keyword(s):  
Nursing Students ◽  
Nursing Student ◽  
Soft Skills ◽  
Comparative Method ◽  
P Value ◽  
Learning Approaches ◽  
Soft Skill ◽  
Student Centered Learning ◽  
Hard Skills ◽  
Significant Difference

Introduction: Student Centered Learning (SCL) is an effective method to develop student's soft skills and hard skills which are very important to support their successful carrier later. This research was conducted to identify the differences of developed soft skills between students who learn with PBL method and lecturing method. Methods: Descriptive comparative method was used in this study. The samples consisted of 15 students who learned with PBL method and 15 students who learned with lecturing method. The sample for this research was selected by random sampling method. Results: The result showed that the average of student's soft skills score in PBL method was 122.63, while student's soft skills score in lecturing method was 116.27. Discussion & Conclusion: There was significant difference of student's soft skills in PBL method and lecturing method (p value = 0.038; α = 0.05). This study recommends nursing program management, faculty of medicine at the University of Syiah Kuala keeps PBL method running and develops other methods which facilitate hard skills and soft skills are development. Keywords: nursing students, soft skill, PBL

Qualitative analysis on perceived satisfaction in a b-learning program at a Portuguese University

2014 ◽  
Author(s):  
Célia Quintas ◽  
Ana Luísa Teixeira ◽  
Isabel Fernandes Silva ◽  
Jane Rodrigues Duarte
Keyword(s):  
Knowledge Management ◽  
Qualitative Analysis ◽  
Learning Strategies ◽  
Learning Process ◽  
Virtual Learning Environment ◽  
Learning Approaches ◽  
Learning Program ◽  
Perceived Satisfaction ◽  
E Learning ◽  
Learner Attitude

Knowledge management and learning are buzzwords in today’s society, both in terms of company competitiveness as well as in terms of education. Human resources are thus a priority for individuals and companies. The concept of knowledge management and of learning organizations has been object of increased interest by managers and scholars. The increased focus on these issues brings forth the individual as a crucial element in this process; individuals become key elements in competitiveness (Nonaka & Takeuchi: 1995) and protagonists of their own learning process (Senge: 1992).Additionally, the learning methodologies and strategies have also changed in the past decades, so that currently much is offered by means of b-learning and e-learning courses that, on the one hand, allow students to opt for several learning strategies, and on the other hand, require them to actively participate in their learning path. In fact, the evolution of ICT in studies and the growing experience of both teachers and students have gradually adapted to new methodologies. However, while materials and subject matter have been made easier and more accessible to students who do not attend classroom sessions, an underlying problem has always been present: bridging the physical distance among all the stakeholders involved in the learning process and all the difficulties that may emerge from this.Since its first edition in 2001, this Post-Graduation Program, now in its 12th edition, has undergone several changes, from its study plan to learning regime. As a means of responding to the demands of today’s market and in particular new learning styles, new possibilities have been made for attending the course which range from classroom, to blending and e-learning formats. As a means of fostering group spirit, synchronous and asynchronous participation of all students several changes were introduced this academic year. Besides the use of the Moodle platform, a Virtual Learning Environment (VLE) wiziq has been introduced.In 2013-14, the program includes students from Portugal (including the Azores), Mexico and Nigeria. Moreover, this Post-Graduation Program allows students to opt for f2f, b-learning and e-learning regimes, i.e., within the same group, some students attend classes by means of a VLE, others attend some classes f2f and others using the VLE and others attend f2f classes regularly, though they also have access to the VLE. A program that combines three learning approaches/methodologies/strategies allows the possibility of assessing possible differences in terms of efficiency of these three learning methodologies, considering that these imply a change in expectations, attitude and cognitive process.Our paper focuses on a study carried out in a Post-Graduation Program at a Portuguese university, on perceived satisfaction regarding the use of ICT tools in the program, a theme which has already been object of study at UAL in recent years, both in terms of assessing and monitoring learning progress, of learner attitude toward their learning paths (Fernandes Silva & Rodrigues Duarte. 2011a & b) and the tools and methodologies made available to them and of perceived satisfaction (Fernandes Silva & Quintas: 2013).This paper corresponds to a 1st stage of a broader study that will involve all students in the referred program in 2013-14 as well as all the lecturers. Initially, a qualitative analysis is carried out based on semi-structured interviews; at a 2nd stage, we aim to create a questionnaire to be applied to a wider population.

Sign in / Sign up

Export Citation Format

Share Document