scholarly journals Needs Assessment to Develop Online Counseling Program

2021 ◽  
Vol 14 (7) ◽  
pp. 59
Author(s):  
Phamornpun Yurayat ◽  
Thapanee Seechaliao
Keyword(s):  
Needs Assessment ◽  
Undergraduate Students ◽  
Academic Program ◽  
Actual Condition ◽  
Online Counseling ◽  
Counseling Program ◽  
Grade Point ◽  
Significant Difference ◽  
The Mean ◽  
Priority Needs

Undergraduate students are always faced with diverse mental health problems. Nowadays, they can easily access online counseling services to reduce their problems. This research determines the most desired component to develop the online counseling program which aims 1) to study the needs to develop an online counseling program, 2) to compare the needs to develop this program by categorizing with gender, year, academic program, and grade point average (GPA), and 3) to rank the priority needs for developing this program. Participants were 416 undergraduate students who studied in Mahasarakham University and were selected by stratified random sampling. The research instrument was the needs assessment questionnaire to develop this program. The data were analyzed using percentage (%), mean (M), standard deviation (S.D.), independent sample t-test, one-way ANOVA, and modified priority needs index (PNIModified). The results revealed that: 1) the mean of actual condition was at a high level (M = 3.76, S.D. = 0.59) and the mean of the desired condition was at the highest level (M =4.50, S.D.= 0.56) with the significant difference at 0.05 level in all four domains. 2) Undergraduate students from different academic programs exhibited the marked different means of needs for the online counseling program. The scores on actual conditions among students of Mahasarakham Business School were higher than students from others. 3) Students showed the highest priority needs on characteristics of counselor and online application for counseling (PNIModified = 0.203). They showed that the secondary needs on characteristics of online counselee (PNIModified = 0.192) and therapeutic relationship after online counseling (PNIModified = 0.177).

Impact of Whatsapp in improving learning among 9th semester MBBS students

2021 ◽  
Vol 19 (1) ◽  
pp. 27-30
Author(s):  
Y Satish Reddy ◽  
Keyword(s):  
Undergraduate Students ◽  
Control Group ◽  
P Value ◽  
Study Group ◽  
Opinion Poll ◽  
Didactic Teaching ◽  
Significant Difference ◽  
Group A ◽  
The Mean ◽  
The Impact

Background: Interactive Teaching learning can be used in clinical subjects like surgery for better participation of students as one-way didactic lectures do not involve active participation of students. WhatsApp is one of the most famous messaging services which everyone use and it is easy, cheaper, and faster. Objective: the purpose of the study was to study the impact of whatsapp in improving learning in general surgery among 9th semester medical students. Methods: This study was conducted among 9th semester MBBS students in Surgery department. Students were divided into group a (study group) and group b(control group) by a simple random sampling. Gastric cancer was discussed among students of both Groups through didactic teaching. after didactic teaching, only Group A students were exposed to social media type of learning, i.e., using WhatsApp, after the session a multiple-choice questionnaire having 10 MCQs was given to both groups and an additional poll was conducted among the Study-group students to assess their perception towards Whatsapp intervention. the mean score obtained by both the groups were compared with unpaired t test. P-value <0.05 is taken as statistically significant. Results: The mean (SD) score of the Study-group was 8.58(1.18) and the mean (SD) score of the Control-group was 5.41(1.32) and statistically significant difference was found between the two groups scores with a p-value less than 0.05 opinion poll found that the intervention of whatsapp among study group was effective. Conclusion: we observed that the usage of WhatsApp in addition to the didactic teaching was found advantageous and enhanced learning in undergraduate students

Approaches to study across four year-levels of undergraduate occupational therapy students: Similar or different?

2016 ◽  
Vol 79 (12) ◽  
pp. 752-761 ◽  
Author(s):  
Ted Brown ◽  
Yuki Murdolo
Keyword(s):  
Occupational Therapy ◽  
Undergraduate Students ◽  
Study Skills ◽  
Approaches To Learning ◽  
Study Approach ◽  
Occupational Therapy Students ◽  
Surface Study ◽  
Significant Difference ◽  
Approaches To Study ◽  
The Mean

Introduction Past studies that have investigated approaches to study adopted by undergraduate students suggest that university learners enrolled in different year-levels in the same academic course may take up different approaches to study. No research to date has investigated how approaches to learning may differ among undergraduate occupational therapy students enrolled in their first, second, third or fourth year of tertiary level study. The aim of the current study was to examine the similarities and differences in approaches to study among four year-levels of occupational therapy students at one Australian university. Method First-, second-, third- and fourth-year undergraduate occupational therapy students ( N = 376; 92.8% response rate) completed the Approaches and Study Skills Inventory for Students. A one-way ANOVA and Tukey HSD were conducted to identify differences in approaches to study across the four year-level cohorts of students. Results Fourth-year students differed significantly from first-, second- and third-year students on the mean scores of the deep and strategic approaches to study ( F(3,372) = 6.958, p = .01 and F(3,372) = 8.366, p = .001 respectively) and on a number of the associated Approaches and Study Skills Inventory for Students subscales. There was no statistically significant difference across the four student cohorts on the mean score of the surface study approach. Conclusion Findings from the current study highlighted the difficulties in facilitating a deep approach to study and the prevalence of a surface study approach among undergraduate occupational therapy students.

scholarly journals Investigation of Correlation Between Research Self-Efficacy and Academic Performance in Iranian Students of Health Sciences

2021 ◽  
Author(s):  
Alireza Khatony ◽  
Parisa Shiri ◽  
Maryam janatolmakan ◽  
Seyyed Mohsen Azizi
Keyword(s):  
Academic Performance ◽  
Self Efficacy ◽  
Research Performance ◽  
Research Process ◽  
Health Sciences ◽  
Grade Point ◽  
Pubmed Database ◽  
Significant Difference ◽  
The Mean ◽  
Iranian Students

Abstract Purpose One of the most important concepts in educational psychology is self-efficacy. Self-efficacy in the learning and research process can play an important role in the success of students. Therefore, the purpose of this study was to investigate the level of research self-efficacy in students and its correlation with academic performance. Methods In this correlation study, 210 Iranian students of health sciences participated. The self-efficacy in research measure (SERM) and grade point average (GPA) was used for data collection. Data analysis was conducted using SPSS version 18. Results Most of the students used internet and library resources for more than 3 hours and less than 1 hour per day, respectively. In addition, students mostly used the PubMed database. The mean research self-efficacy score among students was 183.12 ± 46.54 out of 297. There was a significant difference between the mean research self-efficacy score and age group (F = 2.103, P ≤ 0.01). Research self-efficacy had a significant correlation with academic performance (r = 0.648, P ≤ 0.01). Conclusion In this study, research self-efficacy of students was at a moderate level. Research self-efficacy showed associations with academic performance. In general, the findings suggest that research self-efficacy is very important in students’ educational-research performance. Therefore, educational and psychological interventions are necessary to enhance the research self-efficacy beliefs.

scholarly journals The Effect of Cooperative Integrated Reading and Composition Learning Models and Student Team Achievement Divisions on Learning Results and Collaboration of Students in Nursing Theory Material

2020 ◽  
Vol 4 (2) ◽  
pp. 141
Author(s):  
Yosefina Nelista ◽  
Pembronia Nona Fembri ◽  
Teresia Elvi
Keyword(s):  
Learning Outcomes ◽  
Undergraduate Students ◽  
Sampling Technique ◽  
Thinking Skills ◽  
P Value ◽  
Learning Models ◽  
Nursing Theory ◽  
Significant Difference ◽  
The Mean ◽  
Student Team

Introduction: An understanding of nursing theory requires critical thinking skills. Therefore effective learning methods are needed to improve student understanding. One method of learning that can overcome this is the Cooperative Integrated Reading and Composition (CIRC) method and the Student Team Achievement Divisions (STAD) method. The aim was to analyze the effectiveness of CIRC learning models and STAD Method on student learning outcomes and collaboration. Methods: This study used a quasi-experimental method consisting of two experimental groups with the study design was a post-test design with two comparison treatments. The population in this study were all semester two undergraduate students nursing as many as 30 people divided into two groups—the sampling technique conducted by total sampling. We analyzed the data using the Mann Whitney test with α ≤ 0.05. Results: The mean rank of learning outcomes in the CIRC method was 19.43, and the STAD method was 11.57. The p-value was 0.007 (<0.05), which means that there was a significant difference between learning outcomes in the CIRC group and the STAD group. The mean rank value for student collaboration on the CIRC method was 15.50, and the STAD method was 15.50. The p-value was 1,000 (>0.05), which means there was no significant difference between the collaboration in the CIRC group and the STAD group. Conclussions: There were significant differences between learning outcomes in the CIRC group and the STAD Group. However, there was no significant difference between collaboration in both groups.

A Comparison of ESL Writing Strategies of Undergraduates and Postgraduates

2018 ◽  
Vol 4 (1) ◽  
Author(s):  
Nursuhaila Ibrahim ◽  
Noor Hanim Rahmat ◽  
Azizah Daut
Keyword(s):  
Undergraduate Students ◽  
Background Knowledge ◽  
Writing Strategies ◽  
Test Results ◽  
Esl Writing ◽  
Postgraduate Students ◽  
Good Writer ◽  
Significant Difference ◽  
Composing Process ◽  
The Mean

Writing is an essential skill that needs to be mastered by students. They need to adopt some strategies in order to be a good writer, especially in fulfilling their academic requirements. This study attempts to compare the writing strategies used by undergraduate and postgraduate students. A total of 44 students participated in this study. A survey questionnaire adapted from Flower and Hayes (1981) framework was administered to the respondents. Analysis of strategies based on three factors namely task environment, background knowledge and composing process was used. The t-test results showed that there was no significant difference between the mean response of undergraduate and postgraduate students. In task environments, the undergraduate students were found to choose topic that they know while the postgraduate students tend to choose a topic that they like. Both groups tend to use their schemata or background knowledge in order to write. Furthermore, findings from composing process showed that both groups tend to have a proper plan such as a mind map or an outline to write an essay.

scholarly journals Dental Anxiety among Medical and Paramedical Undergraduate Students of Malaysia

2017 ◽  
Vol 2017 ◽  
pp. 1-5 ◽  
Author(s):  
Shilpa Gunjal ◽  
Deepak Gowda Sadashivappa Pateel ◽  
Sujal Parkar
Keyword(s):  
Undergraduate Students ◽  
Dental Health ◽  
Dental Anxiety ◽  
Dental Students ◽  
Pharmacy Students ◽  
Cross Sectional ◽  
Significant Difference ◽  
Study Population ◽  
The Mean ◽  
Local Anesthetic Injection

Aim. To assess the dental anxiety level among dental, medical, and pharmacy students of MAHSA University, Malaysia.Materials and Methods. A cross-sectional questionnaire study was conducted among 1500 undergraduate students of MAHSA University. The Modified Dental Anxiety Scale (MDAS) was used to measure dental anxiety among the study population. The responses were assessed by 5-point likert scale ranging from 1 to 5. The level of anxiety was categorized into lowly anxious (5–11), moderately anxious (12–18), and severely anxious ≥19. Out of 1500 students enrolled, 1024 students (342 males and 682 females) completed and returned the questionnaire having response rate of 68.26%.Results. There was a statistically significant difference (P<0.001) when the mean dental anxiety scores were compared among the three faculties and dental students had lowest mean score (11.95 ± 4.21). The fifth year (senior) dental students scored significantly (P=0.02) lower mean anxiety score as compared to the first dental students (junior). The students were anxious mostly about tooth drilling and local anesthetic injection.Conclusions. Dental students have a significantly low level of dental anxiety as compared with medical and pharmacy students. Incorporation of dental health education in preuniversity and other nondental university curriculums may reduce dental anxiety among the students.

scholarly journals Association of academic stress & performance in continuous assessment among pharmacy students in body system course

2016 ◽  
Vol 15 (1) ◽  
Author(s):  
May Khin Soe ◽  
Mohamad Sharul Fahmi Baharudin
Keyword(s):  
Undergraduate Students ◽  
Time Management ◽  
Mean Value ◽  
Pharmacy Students ◽  
Body System ◽  
Continuous Assessment ◽  
Cross Sectional ◽  
Significant Difference ◽  
The Mean ◽  
Whole Class

Introduction: Undergraduate Pharmacy students find the program is stressful. This study compares the perceived stress score (PSS) of third year Pharmacy students and their performance via continuous assessment (CAM) in a body system course. Methods: The relationship between the PSS and their academic performance, though out the semester were explored for 114 students including 25 male and 85 female. In this cross-sectional study, questionnaires were distributed to assess their PSS, other relevant questions and the result in four quizzes on the course were recorded periodically and analyzed descriptively. Results: The mean value of the whole class PSS score was found (38.66 ± 6.46). Females’ PSS in 1st quiz was 38.76 ± 5.56 and male’s was 39.21 ± 5.48 and quiz 2 for female was 38.61 ± 6.27 whereas 40.1 ± 7.48 in male. That value in quiz 3 and 4 for female was 38.10 ± 7.18 and male was 39.69± 8.68. However, there is no significant difference in gender. The PSS score for all participants was found highest in the second quiz (38.99 ± 6.60) whereas the mean marks they obtained were lowest (4.97 ± 1.36) compared to other quizzes but their relation is weakly significant. Total scoring of the CAM for the whole class was found even lower compared to previous batches, 23.83 ± 3.88. They were engaged with various co-curriculum activities and complained of not having enough time to study and revise. The unsatisfactory performance might be due to heavy topics and time constraint. Conclusions: Stress and time management are critical elements for undergraduate students to perform well academically regardless of their stress level.

scholarly journals Creativity Quotient of Undergraduate Students in Higher Education Institutes within Thailand

2021 ◽  
Vol 29 ◽  
pp. 311-324
Author(s):  
Weeraphol Saengpanya ◽  
◽  
Ratchaneekorn Upasen ◽  
Somkiat Kaewkohsaba ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Grade Point Average ◽  
Undergraduate Students ◽  
Divergent Thinking ◽  
Primary Data ◽  
Grade Point ◽  
University Of Technology ◽  
Significant Difference ◽  
Creativity And Innovation ◽  
Total Average

The creativity quotient (CQ) is an essential competency strongly linked to the innovation of a person’s future development. Creativity quotient scores are calculated by ideational fluency scoring and are derived from the fluency and flexibility of the responses. A total of 1,200 undergraduate students from various types of universities (public and autonomous, Rajabhat University, Rajamangala University of Technology, and private) within Thailand were tested using a classical divergent thinking task to measure CQ. The purpose of this study was to evaluate and compare the demographic characteristics, and the CQ of undergraduate students in Thailand. The results revealed a statistically significant difference (p < 0.01) among the type of university, gender, field of study, year of study, and Grade Point Average (GPA). The highest CQ score among undergraduate students was 18, and the lowest score was 0. The total average CQ score was 5.74, and the standard deviation was 2.82. Moreover, the results indicated that students who studied in the Rajabhat University had the highest CQ scores. The study also showed that year 4 and above female students in Humanities and Social Sciences with GPAs between 3.51 and 4.00 had the highest CQ scores. These findings may be used as the primary data for educators and administrators in higher education to develop strategies to enhance students’ creativity and innovation.

scholarly journals Dental Anxiety among Undergraduate Students of a National University in Brunei Darussalam

2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Zhi Qi Tan ◽  
Ishak Nurul Sa'idah ◽  
Hanif Abdul Rahman ◽  
Jagjit Singh Dhaliwal
Keyword(s):  
Undergraduate Students ◽  
Treatment Plan ◽  
Dental Anxiety ◽  
Population Group ◽  
Cross Sectional ◽  
Dental Visits ◽  
Brunei Darussalam ◽  
Significant Difference ◽  
National University ◽  
The Mean

This study aimed to investigate the nature of dental anxiety among undergraduate students of a national university in Brunei Darussalam. Participants were undergraduate students from different faculties of a national university. It was a cross-sectional study using a questionnaire that included their personal demographics, the Modified Dental Anxiety Scale (MDAS) questions and questions regarding their last dental visit. The degree of anxiety was compared in relation to different factors as mentioned above. Data collected was analyzed using independent t-test and one-way ANOVA. Results showed that the frequency of dental anxiety among the undergraduate students was 70.8%. The mean total MDAS score was 12.3 ± 4.28. Females (13.5±5.12) were more dentally anxious than males (12.2±4.73) (p=0.027). There was a significant difference in the mean MDAS score (p < 0.001) when comparing patterns of dental visits with dental anxiety. More students were fearful of local anesthetic injection than getting tooth drilled. (4) Conclusion: Dental anxiety still remains as one of the obstacles that clinicians face. More studies need to be done to provide a better understanding on how dental anxiety can affect the pattern of dental visits. Future studies should explore the etiology of dental anxiety. This study helps to create awareness on the presence of dental anxiety amongst the existent population group and also to aid clinicians in identifying areas of dentistry where patients are most anxious about in order to come up with a suitable treatment plan.

scholarly journals ENTREPRENEURSHIP EDUCATION PROGRAMME AND ITS INFLUENCE IN DEVELOPING ENTREPRENEURSHIP KEY COMPETENCIES AMONG UNDERGRADUATE STUDENTS

2017 ◽  
Vol 75 (2) ◽  
pp. 144-156
Author(s):  
James Edomwonyi Edokpolor ◽  
Kayode Somorin
Keyword(s):  
Undergraduate Students ◽  
Survey Design ◽  
Entrepreneurship Education ◽  
Education Programme ◽  
Test Statistics ◽  
Significant Difference ◽  
Key Competencies ◽  
The Mean ◽  
The University ◽  
Research Assistants

The intent of this research is to assess the implementation state of entrepreneurship programme and its influence in developing entrepreneurship key competencies among undergraduate students. The survey design was employed for the research. A total population of 8,101 undergraduate students from University of Benin was used. A sample of 382 undergraduate students was used for the research. A structured questionnaire, validated by two experts was used for the data collection. The Cronbach alpha statistical method was employed to determine the reliability of the instrument, which yielded the coefficient alpha value of 0.87. Twenty items questionnaire was administered to the respondents with the help of two trained research assistants. The data were analyzed using the mean, standard deviation, and t-test statistics. The research revealed that entrepreneurship programme is not properly implemented particularly at the university level. It also revealed that students are not well-equipped with entrepreneurship key competencies such as creative and innovative skills that would have helped them in starting and running their own business. It also revealed that there was no significant difference between the mean responses of Science and Arts/Humanity-based students regarding the implementation state of entrepreneurship programme. It further revealed that there was no significant difference between the mean responses of Science and Arts/Humanity-based students regarding the extent to which entrepreneurship programme has equipped students with creative and innovative skills. Consequently, the authors drew a useful conclusion for the subject matter. Providing sufficient amount of financial resources, involving employers of labour, sourcing for qualified teaching and non-teaching personnel, procuring the state-of-the-art infrastructural facilities, as well as utilizing appropriate instructional methods, that would help in equipping students with creative and innovative skills for starting and operating their own businesses were further recommended. Keywords: creative skills, entrepreneurship education, innovative skills, operating business, starting business, unemployment situation.

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