Students’ perceptions of two different study guides: the case of Human Anatomy and Physiology classes

Abstract

The mixed method study aimed to investigate the effectiveness of two different study guides (outline vs. completed versions) in undergraduate Human Anatomy and Physiology classes (HAP) and to analyze their relationship with demographic factors and academic achievement (based on final grades). The targeted population consisted of 750 HAP students taught by the same instructor in spring and fall semesters of 2012. In spring 2012, HAPI students received the study guide outline only and HAPII received both the study guide outline and the completed version. In fall 2012, the design was reversed. The survey (32 quantitative questions and 4 qualitative questions) was administered in class and 586 surveys were returned (78% response rate). Quantitative data was analyzed using SPSS, while qualitative data was organized into categories based on the themes emerged. The majority of the respondents were sophomores (50.9%), females (74.5%), and white (65.5%) and were nursing (46.5%) or allied health (41.7%) majors. The results indicated that students used the study guides to make their own study tools, organize the information required for the test or make their own study guide. The study guides were beneficial in clarifying the material on the test and allowed students to focus on “main” points, although it was long and time consuming to complete and students were not sure if their answers were correct. The provided completed study guides were perceived as providing a lot of information, but not in enough detail, although they saved time in preparation for the test. Students indicated that despite disadvantages, the study guides should be completed and provided further in advance of tests, so students can make their own study tools based on the information provided.