Mean Score Of Students Research Articles

Improvement of the Endotracheal Intubation Skill of Nurse Anesthesia Students Using Visual Self-evaluation in Iran: A Randomized Controlled Study

Background: One of the feedback methods is visual self-evaluation, which is a type of immediate feedback provided after a task. It is at the level of self-regulation. Mastery in learning requires accurate evaluation of clinical skills, and visual self-evaluation can help learners to master the stages of skill implementation. Objectives: The present study investigated the effect of visual self-evaluation on the endotracheal intubation skill of nurse anesthesia students of Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran. Methods: This randomized controlled study was conducted in April and May of 2023. 63 second- and third-year nurse anesthesia students were allocated to the intervention (visual self-evaluation) and control (conventional methods) groups according to the academic year, using stratified random sampling. The skill of endotracheal intubation was taught using visual self-evaluation method in the intervention group while the same skill was taught in the control group based on the conventional methods, i.e. lecture, practical training, and practice on the mannequin under the supervision of the instructor. Visual self-evaluation and conventional teaching methods were compared in terms of learning outcomes. The endotracheal intubation skill evaluation checklist developed by hart was used to evaluate endotracheal intubation skill. The students of the intervention group also completed a questionnaire to measure their satisfaction with the visual self-evaluation method. Results: The students with a mean age of 21.53 ± 3.65 years, participated in this study. About 73% of the participants were women. The mean scores of students in the post-test compared to the pre-test in both intervention (23.56 ± 2.68 at baseline and increased to 28.87 ± 4.80) and control (24.03 ± 2.22 at baseline and increased to 25.19 ± 2.46) groups increased significantly (P < 0.001), but the mean post-test scores of the intervention group were significantly higher than those of the control group (P < 0.001). Also, the mean satisfaction score in the intervention group was 40.79 ± 1.22 out of a maximum of 50, which indicates a very high satisfaction with the adoption of visual self-evaluation method in clinical education. Conclusions: The use of visual self-evaluation not only had a significant effect on improving the clinical skill of nurse anesthesia students but also was effective in helping them learn self-regulation and achieve mastery and independence. This method is recommended as a low-cost and effective method to be used along with other educational methods.

Professionalism assessment of students in clinical education through Situational Judgment Test (SJT).

The study aims to assess the situational judgment capability of students in various professions, including medicine, surgical nursing, anesthesia nursing, and emergency medical technology, using a validated and adapted Situational Judgment Test (SJT). The cross-sectional study was conducted at Qom University of Medical Sciences in 2023-2024. The study consisted of two steps: (1) adaptation and validity assessment of the SJT in various health professions, and (2) evaluation of students' situational judgment capability using the adapted SJT. Participants included 207 students from surgical nursing, anesthesia nursing, medicine, and emergency medical technology departments, selected through stratified random sampling. The SJT included 10 constructed-response scenarios developed by Alkhuzaee and colleagues in 2022. The validation and adaptation process utilized consensus methods, and the SJT was modified to a selected response format based on a knowledge-based approach. Scores ranged from 0 to 30. Cohen's method and norm-referencing standard deviation were used to calculate a cut-off score. Data were analyzed using descriptive statistics (frequency, mean, standard deviation) and inferential statistics (independent t-test, ANOVA, and ANCOVA). The face and content validity of the adapted SJT with a selected-response format was confirmed by expert agreement. The reliability of the SJT was approved, with a Cronbach's Alpha of 0.81. The mean score of students' situational judgment in professionalism was 11.90 (SD 4.54). Students' professions significantly impacted their situational judgment scores (F (3.201) = 3.67, p = 0.01, Partial Eta Squared = 0.052). The adaption and validation of SJT with a selected response format were confirmed by experts who evaluated the situational judgment capabilities of students in different clinical professions. The reliability of the SJT was acceptable-Cohen's method as a standard-setting approach assisted in identifying students needing support and training. The moderate level of situational judgment capacity confirmed the development of the educational program for the improvement of non-cognitive and non-technical skills such as judgment and decision-making in the field of professionalism.

Examining the Effects of a Small Process Group on Grit, Resilience, and Stress Levels Among Medical Students: A Pilot Study

ABSTRACT This pilot study assessed a nine-month process group intervention led by a psychiatrist, aimed to improve grit and resilience and reduce stress in medical students. The intervention, 25 weekly sessions, involved psychoeducation and coping skills. Eight preclinical medical students participated in the group and eight students were randomly selected as controls; they did not differ significantly at baseline. Mean scores of the intervention students showed decreased stress (t = −2.32, p = .05), while mean scores of control students showed decreased resilience (t = −2.91, p = .03), indicating process groups may benefit stress and resilience in preclinical medical students.

Quality of life, anxiety and mindfulness during the prevalence of COVID-19: a comparison between medical and non-medical students

BackgroundThe Covid-19 pandemic has affected all areas of society, including students. However, medical students have faced many challenges due to direct contact with patients. The present study was conducted with the aim of investigating and comparing the quality of life (QoL), anxiety and mindfulness between Iranian medical and non-medical students during the COVID-19 pandemic.MethodFive hundred and six students (both medical and non-medical students) participated in the study from August to October 2022 with a convenience sampling method. The data were collected using an online questionnaire including a demographic form, the QoL Questionnaire (WHOQOL- BREF), the Generalized Anxiety Disorder 7-item survey (GAD‐7) and the Relaxation/Meditation/Mindfulness Tracker t-Persian version survey (RMMt-P). Pearson correlation and independent t-test and multivariate linear regression were used to determine the relationship between the study variables.ResultsThe samples included 272 medical students and 234 non-medical students with a mean age of 21.99 ± 3.46 and 24.17 ± 6.54 years respectively. Most of the medical and non-medical students were female, single and had a bachelor’s degree. The mean scores of medical and non-medical students’ QoL during the COVID-19 pandemic were 57.86 ± 13.26 and 56.75 ± 14.42, respectively which indicates the higher quality of life of medical students. Anxiety and mindfulness predicted 29% of the variance of the QoL in the medical students, while anxiety and mindfulness and having a chronic disease predicted 30% of the variance of the QoL in the non-medical students. No significant difference existed in the QoL and its subscales during the COVID-19 pandemic between medical and non-medical students (p > 0.05). There was a significant difference in terms of anxiety (p = 0.02) and mindfulness (p = 0.03) between medical and non-medical students during the prevalence of COVID-19.Discussion and conclusionThe findings of the present study indicated that medical students exhibited lower levels of anxiety and higher levels of mindfulness. Therefore, interventions aimed at reducing anxiety and increasing mindfulness among non-medical students are necessary. It is recommended that preventive approaches and psychological interventions to improve students’ quality of life become an integral part of crisis response during the COVID-19 pandemic. Additionally, reducing anxiety and enhancing mindfulness can improve the quality of education and professional performance of medical students, while also contributing to their mental well-being and effective clinical communication.

Comparison of Volleyball Skills of Rural and Urban Students in Bardiya

This study aims to compare the volleyball skills of rural and urban secondary school students in Bardiya district. A descriptive research method was employed, and respondents were selected using a random sampling technique. The AAHPER volleyball skill test, a standardized assessment tool, was utilized, comprising four specific skills: volleying, serving, passing, and setting. To analyze the data, various statistical techniques were applied as required. Each test item was compared separately between the rural and urban groups. The findings indicated that the mean scores of rural school students were higher for all four skills. A Z-test was conducted to determine the significance of the differences, revealing significant differences in each skill item. The study concluded that rural secondary school students in Bardiya district possess better volleyball skills compared to their urban counterparts. This conclusion is based on the higher mean scores and significant differences observed in the AAHPER volleyball skill test items. These findings suggest that rural students may have more opportunities or better conditions for developing their volleyball skills compared to urban students in this region. The findings of this study may be helpful to the coaches and selectors of players of volleyball game to find new players who possess potentiality to be good player of the game.

The Impact of The Global Café Strategy on Fourth Year Middle School Students in Physics for a Deep Understanding

Since it aims to find out (the impact of the global cafe strategy on fourth-year high school students in physics and their in-depth understanding), to verify this, the researcher developed the following null hypothesis: (there is no statistically significant difference at the level (0.05) between the mean scores of female students in fourth-year high schools who will study physics according to the global cafe strategy and the mean scores of female students who will study the same subject according to the general method in the in-depth understanding test.) Therefore, the experimental method was used, and the tool used by the researcher was for the in-depth understanding test, the test consisted of (24) items between objective and essay items, division (a) was chosen to represent the experimental group and division (d) was chosen to represent the control group. Both groups were selected randomly. In addition, there was parity between the two research groups (in terms of chronological age calculated in months, and previous achievements for the academic year (2022-2023) for the third-year high school in physics, previous information test, intelligence test (otis-lenyon) and in-depth understanding test). The most important result achieved is (the existence of a statistically significant difference at the level (0.05) between the average scores of female students from the experimental group who studied physics according to the global cafe strategy, and the average scores of female students from the control group who studied the same subject in the usual way in the in-depth understanding test in favor of the experimental group and based on the above. As a result, the researcher produced K sets of conclusions and recommendations, and the data were statistically processed using the ft test for two independent samples. Its validity and reliability were statistically verified.

The Impact of an Instructional Package Based on a Virtual Lab on the Achievement of First-Grade Intermediate School Students in Chemistry

The current research aims to identify the impact of an instructional package based on a virtual lab on the achievement of first-year intermediate school students in chemistry. To achieve the research objective, the following null hypothesis was formulated: "There is no statistically significant difference at the 0.05 level of significance between the mean scores of the experimental group students who study according to an instructional package based on a virtual lab and the mean scores of the control group students who study according to the traditional method in chemistry achievement." The quasi-experimental design with partial control (an experimental group and a control group) with unequal numbers and a post-test in achievement was chosen. The sample consisted of 66 students from Al-Qadisiyah Intermediate School for Boys, selected randomly. The experimental group consisted of 34 students who studied according to the instructional package based on a virtual lab, and the control group consisted of 32 students who studied according to the traditional method. The experimental and control groups were equalized in terms of variables: age (in months), general average grades for the sixth grade, prior knowledge, and parental education level. A total of 24 daily teaching plans were prepared for both the experimental and control groups. The teaching plans for the experimental group were organized according to an instructional package based on a virtual lab, while the teaching plans for the control group were organized according to the traditional method. The data were statistically processed using the SPSS package for two independent samples with unequal numbers. The results showed that the experimental group, which studied according to the instructional package based on a virtual lab, outperformed their peers in the control group, who studied using the traditional method in the achievement test. Therefore, the current study recommends using an instructional package based on a virtual lab in teaching chemistry and suggests conducting further studies on different stages and subjects to identify its impact on various variables.

Disaster Risk Perception and Sustainable Earthquake Awareness Among Public and Private University Nursing Students.

This research was conducted in descriptive type to determine the disaster risk perception and sustainable earthquake awareness of nursing students studying at public and private universities. The study sample consisted of 400 nursing students studying at one public and one private university. The research was conducted between April and May 2023. The data were collected using a Sociodemographic Form, University Students Disaster Risk Perception Scale (USDRPS), and Sustainable Earthquake Awareness Scale (SEAS). Data were collected online using a questionnaire created on Google Forms. Analyses included frequency, percentage, mean, standard deviation values, independent groups t-test, post-hoc Tukey test, LSD, and ANOVA test. Of the students, 61.8% had a disaster experience, 17.4% had lost a relative in the disaster, and 76.8% did not consider themselves prepared for a possible disaster. In the study, the exposure sub-dimension score of the disaster risk perception scale was found to be higher in students who had disaster experience than in those who did not (p=0.032). Nursing students from the private university had higher sustainable earthquake awareness scores than those studying at the state university (p=0.001). The mean scores of female students on the earthquake preparedness and preparation application sub-dimensions showed a significant difference compared to the scores of male students (p=0.016). In the study, sustainable earthquake awareness total and earthquake preparedness sub-dimension scores were higher in second-year nursing students than in students of other years (p=0.042; 0.015). Those who had received disaster training had low scores on the uncontrollable sub-dimension of the disaster risk perception scale, and high scores on the total SEAS and earthquake-structure relationship, earthquake preparedness, and earthquake preparation application sub-dimensions (p<0.05). In the study, three out of four students did not find themselves prepared for disasters. Those who had disaster experience had higher disaster risk perceptions. Students who had received disaster-related training had more positive earthquake preparedness, earthquake-structure relationship, and earthquake preparation applications than those who had not. Students who were female and were in the second year had higher earthquake awareness. Studies can be carried out to inform people about the pre-disaster and preparation stages to raise awareness about disasters at universities. Education on disaster management can be integrated into courses from the first years of university.

Effect of simulating training of the fundamentals of laparoscopic surgery on the attitude of operating room nurses students: an intervention study

Abstract Objective Clinical education plays a key role in preparing students for patient care. Laparoscopy is one of the most important minimally invasive surgeries (MISs) wherein surgical technologists are responsible for camera navigation and assistant surgeons are responsible for peg transfer. Therefore, it is necessary to improve the attitude of the operating room students toward these skills during their study period. The present study was conducted to determine the effect of simulating training in the fundamentals of laparoscopic surgery (FLS) on the attitude of the operating room students. Methods This interventional study was conducted on 28 operating room students of Iran University of Medical Sciences in 2019. The census sampling method was used. The data-collection tool included the “Intrinsic motivation inventory (IMI) questionnaire.” The educational intervention was carried out in theoretical (booklet design) and practical (simulation) sections. Data analysis was carried out using descriptive and inferential analyses including the paired t-test, Mann–Whitney U test, and independent t-test. The collected data were analyzed using R and SPSS software. P-value &lt;0.05 was considered as the significant level. Results The mean ± SD of the participants’ age was 22.93 ± 2.14 years, and the majority of them were women (67.9%). There was a significant difference in the mean scores of students’ attitudes toward the FLS before and after the educational intervention (P &lt; 0.001) in all dimensions (interest, perceived competence, perceived choice, and tension). There was also a significant correlation between gender and interest dimension (P = 0.005). Conclusions The results of the present study showed that simulating the training FLS curriculum positively affects students’ attitudes. Therefore, the researchers suggest that for creating a positive attitude, increasing students’ interest in laparoscopic surgery, and ensuring a more effective presence in the operating room, this training should be considered in the operating room curriculum.

The effect of Disney's creative strategy on the achievement of fourth-grader students in literature and texts

The current research aims to identify the impact of the Disney Creative Strategy on the achievement of fourth-grade literary students in the subject of literature and texts by testing the following null hypothesis: There is no statistically significant difference at the level of (0.05) between the mean scores of students in the experimental group who study literature and texts according to the Disney Creative Strategy and those in the control group who study using the traditional method. The researchers followed the procedures of the quasi-experimental method consisting of an experimental group and a control group. After completing the experiment and using the following statistical tools (t-test, Chi-square, difficulty coefficient, discrimination coefficient, effectiveness of incorrect alternatives, retest method, and effect size), it was found that the students in the experimental group who studied according to the Disney Creative Strategy outperformed those in the control group who studied using the traditional method in their achievement. The researchers suggested several procedures, including conducting a similar study to the current one, focusing on other variables such as gender and grade level, and concept acquisition.

Feedback-based learning from viewpoints of surgical nursing students: A mixed-method study.

Feedback-based learning (FBL) focuses on guiding the learning process according to educational objectives and the student's needs. This study aimed to investigate surgical nursing students' perceptions and explore their experiences of FBL. The present study used a mixed-methods sequential explanatory design that was conducted in the quantitative and qualitative phases. Surgical nursing students participated in the quantitative phase (n = 105). In the first phase, students completed two questionnaires about FBL and clinical feedback. Semi-structured face-to-face interviews were used to collect qualitative data in the second phase. Graneheim and Lundman's inductive approaches were used to analyse the qualitative data. The mean (SD) score for students' perception of FBL was 3.99 ± 0.70. The qualitative results were explored in two themes, "motivational support for improvement" and "unpleasant learning". In this study, the positive and negative aspects of FBL were explained. FBL is perceived as a motivational support mechanism to improve students' capabilities during their academic courses and also prepare them for future careers. Conversely, FBL may experience unpleasant learning due to negative feedback and negative emotions.

The effectiveness of the six thinking hats strategy for teaching the curriculum and teaching methods course in developing creative thinking skills and achievement among students of the Faculty of Education at the University of Tikrit

This study aims to determine the effectiveness of the six thinking hats teaching strategy and teaching methods in developing creative thinking skills, which include five skills (fluency, originality, flexibility, sensitivity to problems, elaboration or detail) and then propose a treatment plan. A semi-experimental method was used. The research sample was represented by third-year psychology students in the School of Education and divided into two groups. Each group included (15) male and female students, and the exploratory group included second-year students of the same major, a total of (30) students and one student. The six thinking hats strategy was used for teaching, and the psychology students in the control and control groups were tested before and after the measurement. The mean score of the experimental group students in the pre-test was (70.07) with a standard deviation of (4.65), while the overall mean score of the experimental group students was (112.67) and (112.67). The standard deviation is (5.84), and the (T) test showed a significant difference (T = -22.1), and the significance level is 0.05, which is statistically significant. The study also showed that the mean score of the students in the experimental group for the pre-test was (48.53) with a standard deviation of (6.52) and the (T-test showed a difference in favour of the post-test as compared to the pre-test. -The measurement of the experimental group emphasized the effectiveness of applying the six thinking hats strategy and its importance in university education.

Cooperative Learning: Index Card Match Method in Increasing Students’ English Learning Outcome

English language achievement encompasses proficiency in the English language, reflecting a person's ability to effectively comprehend, communicate, read, and write in English. The Index Card Method is a cooperative learning strategy that promotes active participation and collaboration in the classroom, encourages students to engage in active learning and develop their creativity. The aims of this research was to find out whether or not Index Card Match Method of cooperative learning can significantly increase students’ English achievement to the seventh grade students of SMP Negeri 6 Wonomulyo. The method used in this research is quantitative research using pre-experimental method with one group pre-test and post-test design. The procedure of collecting data involved administrating pre-test before treatment and post-test after treatment. The population of this research was seventh grade students of SMP Negeri 6 Wonomulyo academic year 2023/2024. The sample was taken by using cluster sample technique, where the researcher chose one class consisted 18 students. The result of this research showed that the mean score of students’ English achievement before taught by Index Card Match method was 38.89, while after doing the treatment, the mean score was 64.00. To find out the difference between pre-test and post-test, the researcher applied t-test. The value of t-test was 14.726 greater than the value of t-table 2.110 at the level of significance 0.05 and the degree of freedom was 17. The conclusion of this research is the Index Card Match method of cooperative learning can significantly increase the students’ English achievement.

Demonstration and discussion teaching methods on attitude and retention of urban and rural students in senior school biology in Yenagoa and Ogbia local government areas of Bayelsa state

The purpose of the study was to investigate effects of demonstration and discussion teaching methods on attitude and retention of urban and rural students in senior school biology in Yenagoa and Ogbia Local Government Areas. Quasi-experimental research design was employed. The population of the study was 6,988 Senior School Two Biology students in Bayelsa State. The sample consisted of 323 Senior School Two students from 23 Senior Secondary Schools in the above Local Government Areas of Bayelsa State. Two research questions and two hypotheses guided the study. Three validated and reliable instructional guides namely Instructional Guide on Demonstration Teaching Method (IGDTM), Discussion Teaching Method Guide (DTMG) and Guide on Lecture Teaching Method (GLTM) were used in training teachers to use the methods of teaching. Standardized Biology Achievement Test (SBAT) was used as a reliable instrument for data collection. Data were analyzed using percentage, mean, standard deviation and z-test statistics. The findings of the study showed no significant difference in retention mean scores of SS2 students in urban and rural schools when taught with demonstration and discussion methods. Also, there was slight increase in attitude of students in pretest and posttest in all the groups but when subjected to z-test analysis, it showed statistically not significant in all the groups. These implied that adequate consideration to teaching methods in biology is crucial to enhancing attitude and retention of students during lessons as school type does not affect students’ attitude nor improve academic achievement.

FA'ĀLIYYATU NAMŪDZHAJ STAD FĪ TA'LĪMI AL-LUGHATI AL 'ARABIYYATI

This study was conducted because the observations at Az-Zakiyah Islamic School showed that many students were less active and motivated in Arabic classes, caused by factors such as lack of interest, and ineffective learning methods. This study aims to assess the effectiveness of the STAD (Student Team Achievement Division) learning model in learning the Arabic language in class VIII students of Az-Zakiyah Islamic School. This study used a pseudo-experimental approach with a one-group pretest-posttest design. In this design, the researcher measured the dependent variable (student learning outcomes) twice: once before the application of the STAD model (pre-test) and once after the application of the STAD model (post-test) to see changes in student learning outcomes in response to the intervention that the researcher conducted. The instruments included learning achievement tests (pre-test and post-test) and classroom observation sheets. The pre-test was used to obtain a baseline of students' level of understanding before the intervention. In contrast, the post-test was used to evaluate the impact of the intervention on students' learning outcomes after the implementation of the STAD learning model. The results showed a significant increase in student learning outcomes after the implementation of the STAD learning model. The mean score of students' pre-test was 61, while the post-test score increased to 73, indicating a 19% increase in effectiveness. Statistical analysis with a t-test for paired samples showed that the difference in pre-test and post-test scores was significant (t(19) = -10.162, p &lt; 0.05). Classroom observations and interviews showed that the STAD model increased students' participation and cooperation in the learning process. Based on these findings, it can be concluded that the STAD learning model is effective in improving students' Arabic language learning outcomes in class VIII of Az-Zakiyah Islamic School.

Teaching Reading Comprehension: A Pre-experimental Research of Story Mapping Strategy

This research was aimed to prove that it was significantly effective to teach reading comprehension by using story mapping strategy of narrative text to the tenth grade students of MAN 2 Lubuklinggau. This research used a pre-experimental design with one group pre-test and post-test. The population of this research was the tenth grade students of MAN 2 Lubuklinggau that consisted of 288 students. The sampling technique used was cluster random sampling with the method of paper roll and the sample selected was X 2 class consisted 35 students. The data for this research was collected by using a multiple choice test. The result of this research proved there was significant difference between the mean score in the pre-test and post-test. The students mean score in the pre-test was 68.45 and in the post test was 77.25. The t-obtained was 5.86, it was higher than 1.699 as the critical value in t-table. Finally, the researcher found that Teaching Reading Comprehension by using Story Mapping Strategy to the Tenth Grade Students at MAN 2 Lubuklinggau was effective. Therefore, it was clearly stated that the alternative hypothesis (Ha) was accepted and the null hypothesis (Ho) was rejected.

IMPROVING STUDENTS’ ENGLISH-SPEAKING PERFORMANCE BY USING CAKE APPLICATION

This research aimed to describe how Cake application improves the English speaking performance of the tenth grade students at SMK Negeri 01 Mempawah Hilir. Based on the researcher’s observation, the students encountered several problems in speaking English. Most students faced problems in pronouncing words due to lack of pronunciation mastery. The students also faced difficulty to speak English fluently due to lack of confidence and afraid of making mistakes. Therefore, the researcher used Cake application to improve students’ English speaking performance. This Classroom Action Research was conducted in two cycles on the tenth grade students of Marketing Class which consisted of 31 students. The research data were collected through observation and measurement techniques by using field notes, observation checklists, and tests. In cycle I, the mean score of students’ speaking test was 75.16. Meanwhile, the percentage of classical completeness was 67% of 31 students, which did not meet the expected percentage of this research (90%). In cycle 2, the mean score of students’ speaking test increased to 83.19. The percentage of classical completeness increased to 93%, which met the expected percentage of this research (90%). The research findings show that Cake application has improved the students' English speaking performance.

The Implementation of Wall Chart Media to Improve Students’ Vocabulary Mastery in EFL Classroom

This study aims to improve the students’ vocabulary mastery using wall chart as a media. It was Classroom action research with two cycles. The procedures of each cycle were planning, acting, observing, and reflecting. The participants of this study consisted of one English teacher and 28 students of MTS Wahid Hasyim Balung, a totaling 29 participants. The data were collected quantitatively and qualitatively, namely observation classroom, interview, and vocabulary test. The findings showed that the students could improve their vocabulary mastery after using wall chart as the media in learning process. It can be seen that in cycle 1 the mean score of students was 72 and in cycle 2 was 79. The teacher also helps the students to correct the spelling and the pronunciation. The research result also showed that the wall chart was a good media for learning English vocabulary.

Effect of Hyflex Learning on Student's Academic Performance in Education Technology in Kwara State

The study examined the effect of Hyflex learning on Student's Academic Performance in Education Technology in Kwara State. The study was guided by two research questions and two null hypotheses were postulated for the study. The study adopted a quasi-experimental research design of 2 x 2 factorial design. The target population were all 400-level undergraduate students in the Department of Educational Technology offering EDT 412. A sample size of 152 undergraduate students participated in the study. Two groups were involved in the study which are both intact classes. The experimental group where full-time undergraduates’ students while the control group were sandwich undergraduates’ students. The instrument used for data collection was an educational technology performance test which was validated by three educational technology experts. Descriptive statistics of mean and standard deviation were used to answer the research questions while inferential statistics of t-test were used to analyse the research hypothesis. The findings of the study revealed that Hyflex learning effectively improved the performance of undergraduate students in education technology. Both male and female undergraduate students in the experimental group performed better than their counterparts in the control group, though the male students had a higher mean score than their female counterparts. There is a significant difference between the mean post-test score of students taught educational technology using Hyflex learning relative to their counterparts taught using the lecture method and there is a significant interaction effect of gender on the mean scores of students in the experimental group. It was therefore recommended among others that institutions should adopt hyflex learning as a pedagogy because it offers flexible learning opportunities among undergraduate students.

ASSESSING NURSING STUDENTS’ BLOOD AND INJURY PHOBIA

In this study, nursing students' blood and injury phobia and the conditions affecting it were evaluated. This descriptive study was conducted with 289 nursing students between September and December 2020. Data were collected using a prepared questionnaire and the Multidimensional Blood/Injury Phobia Inventory. Number, percentage, mean, standard deviation, quartiles, Mann–Whitney U and Kruskal–Wallis tests were used to evaluate the data. The mean score of students in the Multidimensional Blood/Injury Phobia Inventory was 56 ± 19.03, having a low level of blood injury phobia. In the total Multidimensional Blood/Injury Phobia Inventory, a significant difference (p