Percentage Of Students Research Articles

Virtual Med-Peds: Description of the First Virtual Med-Peds Student Elective During COVID-19.

Background: For medical students seeking additional specialty experience in Med-Peds, in-person electives have often been a source of mentorship and guidance. The COVID-19 pandemic has impacted the ability for the completion of in-person clerkships for medical students across the nation. Virtual opportunities to increase exposure to Med-Peds programs and didactics are lacking at this time. Objective: To develop a virtual Med-Peds student elective that serves to increase awareness of the Med-Peds specialty, exposure to Med-Peds topics and relevant didactics, and exposure to Med-Peds specific mentorship when on-site clerkships are not available due to the COVID-19 pandemic. Methods: Fifteen medical students participated in a virtual Med-Peds student elective utilizing Zoom (Zoom Inc, San Jose, CA). Three separate cohorts of five students each completed two-week elective experiences. The virtual elective curriculum was created using asynchronous and synchronous learning modalities. Sessions were composed of self-directed learning topics, peer-to-peer interactive case discussions, resident-led didactics, and attending physician-led didactics and mentorship sessions. A pre-survey was administered at the beginning of the elective and a post-survey was administered at the end of the elective to assess the effectiveness of the elective, student experiences with Med-Peds mentors, and students’ general perceptions of Med-Peds as a residency application choice. Results: All students (100%), rated the Med-Peds elective to have exceeded their expectations. All students indicated this elective had been extremely (100%) valuable to increase their understanding and interest in Med-Peds (top rating on a five-point Likert scale). Compared to prior to the elective, most were very likely (87%) or likely (7%) to apply to Med-Peds as their top (preferred) specialty. Similar to pre-survey data, one-third (33%) of the students were still likely to apply to an alternate specialty in addition to Med-Peds. Hundred percent of students indicated that the mentorship component of the elective exceeded their original expectations. While most students indicated that they are much more strongly considering applying to Med-Peds as a top (preferred) specialty, the number of students who continue to consider dual-application to include either categorical Internal Medicine, categorical Pediatrics, or Family Medicine did not differ before and after completion of the virtual elective. Conclusions: Implementation of a virtual medical student elective focusing on exposure to Med-Peds can strengthen medical students’ interest in the combined specialty despite a paucity of previous experiences or an affiliated Med-Peds program. This new type of rotation can positively impact a student’s view of a hospital system and a residency program when in-person clinical rotations are not available.

Medical Student Attitudes toward USMLE Step 1 and Health Systems Science – A Multi-Institutional Survey

Phenomenon: Because of its importance in residency selection, the United States Medical Licensing Examination Step 1 occupies a critical position in medical education, stimulating national debate about appropriate score use, equitable selection criteria, and the goals of undergraduate medical education. Yet, student perspectives on these issues and their implications for engagement with health systems science-related curricular content are relatively underexplored. Approach: We conducted an online survey of medical students at 19 American allopathic medical schools from March-July, 2019. Survey items were designed to elicit student opinions on the Step 1 examination and the impact of the examination on their engagement with new, non-test curricular content related to health systems science. Findings: A total of 2856 students participated in the survey, representing 23.5% of those invited. While 87% of students agreed that doing well on the Step 1 exam was their top priority, 56% disagreed that studying for Step 1 had a positive impact on engagement in the medical school curriculum. Eighty-two percent of students disagreed that Step 1 scores should be the top item residency programs use to offer interviews. When asked whether Step 1 results should be reported pass/fail with no numeric score, 55% of students agreed, while 33% disagreed. The majority of medical students agreed that health systems science topics were important but disagreed that studying for Step 1 helped learn this content. Students reported being more motivated to study a topic if it was on the exam, part of a course grade, prioritized by residency program directors, or if it would make them a better physician in the future. Insights: These results confirm the primacy of the United States Medical Licensing Examination Step 1 exam in preclinical medical education and demonstrate the need to balance the objectives of medical licensure and residency selection with the goals of the broader medical profession. The survey responses suggest several potential solutions to increase student engagement in health systems science curricula which may be especially important after Step 1 examination results are reported as pass/fail.

71 Imitating the dynamic bovine cervix with 3D printing technology to teach artificial insemination in cattle

Abstract The process of artificial insemination in cattle is commonly taught using excised reproductive tracts. Excised reproductive tracts can be difficult to collect, and often require freezing and thawing prior to use; however, they are an effective tool to teach artificial insemination (AI) techniques. As an alternative tool, 3D printed cervixes were created using NinjaFlex filament in a Flashforge Creator Pro Dual Extrusion Printer. Designs of cervixes were created with a 3D CAD software while MATLAB was used to generate the random placement of the cervical ring openings to model biological diversity. The objective was to determine the effectiveness of using a 3D printed cervix compared with an excised reproductive tract to teach AI in cattle. Data were collected via surveys for 120 students from 2016 through 2019. Students were divided in two groups prior to entering live animals: 1) Excised reproductive tract and 2) 3D Cervix. The excised reproductive tracts were previously collected, preserved, and confirmed passable by instructors. The 3D cervix group included 3D cervixes mounted in a bovine pelvis inside a box. Overall, 88% of students had success passing the cervix in the cow by the third day. Eighty-seven percent of students thought the excised tracts felt somewhat similar to a live cow, compared with 54% who thought the 3D cervixes alone felt similar to a live cow. When the 3D cervixes were mounted in the box, 17/20 students thought they felt similar to a live cow. For learning AI techniques, 12/21 students thought the excised tracts were more helpful than the 3D cervixes alone (5/21); however, when the 3D cervixes were mounted in the pelvic boxes, 11/21 students preferred this setup compared with the excised tracts (6/21 students). Student feedback suggests the 3D cervixes mounted in pelvic boxes are a useful tool for teaching artificial insemination techniques.

PSV-21 Assessment of Undergraduate Research Students in the Animal Science Department

Abstract An assessment of undergraduate involvement in research at the University of Nebraska-Lincoln using participant surveys has shown the benefits of knowledge gained and given insight for design and success of undergraduate participation in research in the animal science department. Current undergraduate students who had participated in some form of animal science research were surveyed with both demographic questions and ones based on intrinsic and extrinsic factors affecting research were evaluated. On the survey, students were asked rank statements on a 1 (strongly disagree) to 5 (strongly agree) Likert-type scale to analyze the impacts of completing undergraduate research and the effects it has on one’s knowledge and ability to use and apply what was taught. A total of 30 students completed the survey. Ten percent of students that participated in the survey were male and the other 90% were female. Students ages ranged from 18-23 with the majority being 20-21 (46%) and seniors (33.3%) as well as a Nebraska resident (78%). Students expressed that they mostly heard about the undergraduate research opportunity from their professor (48%) or an outside source such as pre-vet or class presentations (36%). Sixty percent of individuals indicated that pre-veterinary medicine was their current career choice with only 4% indicating they did not plan to continue a higher degree post undergraduate. Interestingly, undergraduate students felt graduate students had a greater impact on their research compared to the professor (43% vs 36%) while 21% of participants said neither had an impact on their research as an undergraduate. Students felt many benefits from participating in undergraduate research from educational opportunities, such as feeling more prepared/competitive for graduate school to life skills, including greater knowledge, reasoning and problem-solving. In conclusion, from participating in undergraduate research, participants are able enhance their scientific learning skills that will help them in their future.

The Physiological Court.

Research has been important to prove that student achievement can improve when active methodologies are properly implemented, either in isolation or integrated with lectures. Here, active methodology was organized according to a student-centered collaborative design that involved group debate, described as a Physiological Court. The purpose of this work was to evaluate the performance and perception of medical students after integrating short lectures with collaborative work and debate. The activity was carried out with students (n = 50) from the 2nd year of medical school. The activity performed was related to the hypothalamus-pituitary-thyroid and hypothalamus-pituitary-adrenal axes. The students were instructed to prepare a study material on the proposed themes to be used on the day of the debate. At the activity day, the 2 students' groups (n = 25) were organized in the classroom so that they were face-to-face. Five days after, the students answered the cognitive monitoring test (CMT) which consists of 5 multiple choice questions (MCQ). Students also answered a question about their perception of the activities performed. Ninety-two percent of students showed a positive perception of the activities performed. After completion of the physiological court, 83 ± 4% of students achieved grades above 7.0 on CMT. The percentage of incorrect answers was 5 ± 1.3% in CMT. The association of 40-min lectures with active methodologies was positive for the perception and the performance of students in the second years of medical school related to the physiology of the endocrine systems.

Prevalence of Hearing Loss, and Middle Ear Disease in 1351 School Age Children in Mekelle, Ethiopia.

The objective of this study was to begin to measure the prevalence of elevated hearing thresholds in Ethiopia, with audiometric equipment, including bone oscillators and tympanometers. To that end Ethiopian nationals were trained in audiometric techniques to obtain sensorineural hearing loss (SNHL) and conductive hearing loss (CHL) rates in school age children. Five mainstreamed public grade schools in northern Ethiopia were the sites for audiometry campaigns examining 1351 children and testing them with behavioral audiometry. Seven percent of students had SNHL > 20 dB in at least 1 frequency in at least 1 ear, and 0.6% of ears had SNHL > 50 dB. Eighteen percent8% of students had CHL > 20 dB in 1 or both ears. The frequency with the highest incidence of elevated pure tone thresholds was at 8000 Hz. Seven percent of students had an air bone gap at 2000 and/or 4000 Hz of at least 15 dB. Air bone gap is not obtained at 8000 Hz. There were 22 perforated tympanic membranes in 17 children (0.8% of tympanic membranes, 1% of students). This study gives a baseline for the prevalence of hearing loss in school age children in mainstreamed northern Ethiopian schools. It is the first of its kind and perhaps can help in estimated hearing health needs there. 2.

Exploring Teachers’ Knowledge and Students’ Status about Dyscalculia at Basic Level Students in Nepal

Dyscalculia refers to a specific and lifelong difficulty in learning mathematics. Dyscalculia has been observed among students from even basic levels of mathematical studies, and its effects regarding mathematical learning are serious. This study explores teacher knowledge and student status of dyscalculia at a basic level schools in Nepal. It was constructed by using the descriptive survey design. The study consists of 150 basic level school teachers and 500 students from Ilam Municipality, Ilam by using simple random sampling. To explore the teachers’ knowledge about dyscalculia a mathematics learning difficulty test questionnaire has been used. Similarly, the status of dyscalculic students was measured by a dyscalculia screening test. The teachers were found to have inadequate knowledge regarding dyscalculia. The association between the teachers’ knowledge and the demographic variables of gender, school type, and educational qualifications on dyscalculia were not found significant, except teaching experience. Consequently, the study revealed 6.8 percent of students were dyscalculic. Therefore, the concerned authority is recommended to improve teacher knowledge regarding dyscalculia for the proper identification, guidance, and intervention of the dyscalculic learner.

COVID-19 IN INDIA: EDUCATION DISRUPTED AND LESSONS LEARNED

In India, 320 million students have been affected by COVID-19 school closures, and though the government quickly recommended shifting to online teaching, this ignores Indias immense digital divide-with embedded gender and class divides. The 2017-18 National Sample Survey reported only 23.8 percent of Indian households had internet access. In rural households (66 percent of the population), only 14.9 percent had access, and in urban households only 42 percent had access. And males are the primary users: 16 percent of women had access to mobile internet, compared to 36 percent of men. Young peoples access is even less: A recent news report stated only 12.5 percent of students had access to smartphones. Furthermore, most teachers are ill-equipped for online teaching.

Challenges of Dental Hygienists in a Multidisciplinary Team Approach During Palliative Care for Patients With Advanced Cancer: A Nationwide Study

Palliative care is constructed by various kinds of professionals. This study aimed to identify the challenges that dental hygienists (DHs) encountered when working with other professionals in a multidisciplinary team approach in palliative care for advanced cancer patients. We conducted the following two studies: (1) a questionnaire-based survey for DHs who belong to Japanese Society for Oral Care (JSOC) on oral care in palliative care settings (n = 1,290), and (2) surveys on education for DHs in universities. Items in this study included the following: 1) a cross-sectional analysis of the curriculum on palliative care at 10 universities and 2) a questionnaire-based survey on palliative care education at 1 of the 10 universities (n = 75). (1) Seventy-three percent had experience in oral care in palliative care settings. The number of DHs with ≥20 years' experience was significantly higher than those with <10 years' experience (76% vs 66%, p = 0.042). Further, 92% received no formal palliative care education, and 94% perceived a lack of knowledge on palliative care. These data did not differ based on the years of experience. (2) (a) There was no specific curriculum on the subject of palliative care in 10 universities. Lectures on palliative care were provided at 3 universities. (b) Fifty-five percent of students attended lectures on palliative care. However, 88% of them experienced anxiety, and 78% perceived few classes on palliative care. For DHs, to positively contribute to multidisciplinary palliative care team approach, it is important to establish pregraduate and postgraduate education systems.

Documentation of Hepatitis B Immunity in Nursing Students.

Because of the risk of occupational exposure, preparation for nursing student clinical placement includes documentation of the hepatitis B immunization series. Requiring a hepatitis B antibody titer is less common. Immunity from the hepatitis B vaccine decreases over time, particularly for those immunized as infants. A record review of one nursing program that required both immunization and an antibody titer found 86 percent of students immunized as infants had low antibody levels, requiring reimmunization following 2013 Centers for Disease Control and Prevention guidelines. Nursing education programs that do not require antibody titers should reevaluate their policies to protect their students.

Reading Literacy in Moslem-Majority Countries: Evidence from PISA

Most Moslem-Majority countries nowadays are still facing a low reading literacy rate of their population, even though the first verse revealed in the Quran speaks of the importance of reading in human life. This paper is aimed at portraying reading literacy in the Moslem world and identifying factors influencing this literacy attainment based on PISA studies. The descriptive-comparative analysis is used to depict the students' reading performance of ten Moslem-Majority countries participating in PISA. The result of this study is that most Moslem-Majority countries lag behind the average of OECD countries. Most of the students were not able to demonstrate the ability of the most fundamental knowledge and skills for the 21st century. Because reading literacy is the basis for self-development, the Moslem worlds face the tremendous challenge that less than one percent of students achieved high literacy levels; those are the ones who will live on in a global society; while the rest were at the lowest level who shall show solemn setbacks in applying this ability to extend their knowledge and skills. The factors influencing this ability are situated in the national and community contexts that shape home, classroom, and school activities in reading. This situation then affects the instruction and experiences in student's reading. The result of this comparison contributes to the improvement of education systems among the participating countries. This is also a warning that the Moslem worlds have identical educational problems to prepare the next Moslem generation for a better life facing the challenge of globalization.

Fewer students are benefiting from doing their homework: an eleven-year study

Performance on homework questions was compared with performance on related exam questions querying the same fact or principle, was used to assess the effect of answering online homework questions on subsequent exam performance. A distinctive pattern of performance was found for some students in which superior performance on online homework questions resulted in poorer exam performance. When assessed over an eleven-year period, for 2433 students in 12 different college lecture courses, the percent of students who did not benefit from correctly answering homework questions increased from 14% in 2008 to 55% in 2017. During the most recent two years of the study, when students were asked how they did their homework, students who benefitted from homework reported generating their own answers and students who reported copying the answers from another source did not benefit from homework.

Intentional design and implementation of a “flipped” upper division geology course: Improving student learning outcomes, persistence, and attitudes

Flipped instruction is not new and the literature is extensive with examples of flipped courses. However, there is a lack of studies with a structured, methodical approach to flipped design, implementation, and evaluation of its effectiveness. An upper division geology course was flipped to allow focus on higher-level concepts, especially problem-solving skills, by moving lower-level Bloom taxonomy tasks to out-of-class preparatory work. Intentional design and implementation of this flipped course was based in the literature, and included extensive communication with students. Evaluation of student learning outcomes, persistence, and attitudes between traditional and flipped classrooms were based on quantitative and qualitative evidence collected from a variety of sources, and included formative and summative assessments. Overall, preliminary results showed significant improvement across various metrics of measurement including quizzes, homework, exams, course grades, course evaluations, surveys, and interviews, and suggest the flipped classroom increased students’ learning, persistence, and attitudes toward the course. For example, the percent of students who withdrew or made a D or F in the course decreased from 44% in the traditional to 22% in the flipped course. Despite limitations, including a small sample size, the effectiveness of following specific design principles for flipping an upper division course is demonstrated by multiple lines of evidence, and indicates those considering changing to the flipped classroom need to carefully design and implement their course. This includes a well-designed course structure based on learning outcomes, regular communication with students about course design and expectations, and opportunities for students to provide anonymous feedback.

Impact assessment of pharmacy awareness campaigns conducted in selected high schools across Lagos, Nigeria

BackgroundIt is revealing that pharmacy as a key health care profession is almost invisible within more recent health policy initiatives in Nigeria. This research is an effort to improve awareness about the pharmacy profession. The target shall be young, science inclined individuals in high schools; they are the future. ObjectiveTo assess the levels of knowledge of high school science students about pharmacy and their interest in becoming pharmacists before and after sessions of awareness and education about the profession. MethodThe study was a behavioral intervention study with pre and post cross-sectional survey; carried out in three high schools across Lagos, Nigeria; 127 science students participated. Information was collected using questionnaires inquiring into the career interests of the students and their levels of awareness of the pharmacy profession before and after series of coordinated sensitization about pharmacy. There was one sensitization exercise conducted per school and each lasted for about 80 min with breaks in between. An average of 40 students per school (all science majors present on the day of the survey) participated in the study. A pretest was first conducted, followed by the campaign and then a posttest to assess impact. Communication was done in English language all through the survey. Resultsand Discussion: Most of the students claimed to know who a pharmacist is. However, upon further probe, only 3.1 percent of the respondents had a very good knowledge of what the pharmacy profession entails, from the pretest. At the end of the awareness discussions, an appreciable 18.1 percent of the students now had very good knowledge of the pharmacy profession. Similarly, a better 11.8 percent of students became interested in becoming pharmacists against the previously recorded 5.5 percent. This depicts how strategic advocacies can be utilized in building good professionals and ensuring a sustainable legacy for pharmacy in Nigeria. ConclusionThe study establishes that the knowledge and awareness of high school science students about the pharmacy profession is relatively low across three selected secondary schools. The sensitization held yielded measurable improvement in awareness and interest. In view of this, Pharmacists in Nigeria are implored to do more of career mentorship.

Fitness Levels In College-aged Females: A 20-year Follow-up

PURPOSE: A decline in fitness levels of both children and young adults has been reported over the last two decades. The purpose of this study was to determine to what extent this claim is true, and which components of fitness may be involved in this decline. METHODS: Researchers examined several components of fitness, including estimated cardiorespiratory fitness, muscular fitness, percent body fat, and body max index (BMI) during 1999. Subjects for the original study were 72 college females enrolled in general education fitness classes. The assessment was repeated at the same university in 2019 with 69 college females, also enrolled in general education fitness classes. During both time periods, students were assessed at the beginning of the course using the Queens College Step Test to estimate cardiorespiratory fitness, the YMCA bench press test to assess muscular fitness, and 3-site skinfolds to estimate percent body fat. Height and weight were measured to calculate BMI. Data were analyzed using independent measures t-tests to evaluate differences between the 1999 and 2019 groups. Participants were also categorized as normal weight/overweight and obese/nonobese, and Pearson chi-square evaluated significant differences in those categories from 1999 to 2019. RESULTS: Participants were significantly higher in percent fat (25.45 ± 0.72%) in 2019 than in 1999 (22.97 ± 0.71%; p=0.0149). Performance on the YMCA bench press test decreased in 2019 (11.78 ± 9.48 reps) compared with the same test in 1999 (23.7 ± 9.37 reps; p<0.0001). BMI was statistically the same from 1999 to 2019 (22.79 ± 0.43 kg/m2 in 1999 vs. 22.90 ± 0.44 in 2019; p=0.86), as was estimated VO2 max in ml/kg/min (35.72 ± 0.42 in 1999 vs. 36.20 ± 0.43 in 2019; p=0.4258). Although BMI was statistically the same during both years, the percent of students who were obese (BMI > 30) increased from 2 out of 72 (2.78%) in 1999 to 5 out of 69 (7.24%) in 2019. According to the Pearson chi-square test, this was not a significant difference in BMI classification (p=0.2682). CONCLUSIONS: According to this study, college females have increased in percent body fat and decreased in muscular fitness in the past 20 years.

Students’ Enrollments in Urban and Regional Planning Programs and Crossroad to Career in Planning in Nigerian Universities

This study investigated students’ enrollments in Urban and Regional Planning (URP) programs in Nigerian universities. It also explored factors that influenced decisions about URP education. A total of 550 students from nine universities selected across the country participated in the survey. The research revealed that only 46 percent of students applied to study URP. It identified skills acquisition, interest, and career specialization as key factors that influenced students’ choices. Ignorance was identified as a major restraint for the choice of URP. The dominant factor that differentiated between students who chose URP and those that did not was the time of awareness.

1171 Commonly Encountered Yet Not Confident: Graduate Psychology Students’ Experience and Confidence Managing Sleep Disturbances

Abstract Introduction Trainee psychologists receive minimal sleep education during graduate psychology training programs, despite the frequent co-occurrence of sleep disturbances in mental health conditions. This study aimed to explore graduate psychology students’ experience working with sleep disturbances and their perceived skills and confidence to assess and treat sleep problems in clinical practice. Methods Australian graduate psychology students (N = 163) completed a novel survey developed specifically for the study, inquiring about their experience, skills and confidence to manage sleep disturbances in clinical practice. Students perceived skills to manage sleep disturbances were recorded on a 7-point Likert scale, where 1 = ‘strongly disagree’ and 7 = ‘strongly agree’. Students’ confidence to treat specific sleep disorders was also recorded. Results Sixty-eight percent of students reported having already worked with a client who experienced a sleep disturbance as part of their training. However, students’ perceived skills to assess and treat sleep disturbances were low. Only 14.9% ‘agreed’ or ‘strongly agreed’ that they had the skills to assess and diagnose common sleep disorders (M = 3.22, SD = 1.75). Similarly, less than a quarter of students ‘agreed’ or ‘strongly agreed’ that they felt comfortable using common sleep-related assessments (23.7%; M = 3.56, SD = 1.96) or empirically-supported interventions for sleep disturbances (22.6%; M = 3.71, SD = 1.83). The majority of students reported they were ‘not confident at all’ to treat parasomnias (80.3%); hypersomnias (77.9%); OSA (71.3%); circadian rhythm disorders (50%) or insomnia (41%). Conclusion Graduate psychology students report low levels of confidence in assessing and managing sleep disturbances in clinical practice, despite over two-thirds of students already working with clients experiencing sleep difficulties. Clinical training in the management of sleep disturbances is required for graduate psychology students. Support N/A

Structural Modeling of Alexithymia Relationships and Bullying Rate of Students with Mediation of Their compatibility

Introduction: Bullying is a kind of low-level violence that has recently attracted the attention of researchers and psychologists in the field. The purpose of this study was to investigate the modeling of structural relationships between Alexithymia and bullying with the role of mediator of students' adaptationin students.M ethods: Correlational research based on structural equation modeling technique, in particular regression equations (combining path analysis and factor analysis Second level). The statistical population consisted of all female students of the Humanities Department of Payame Noor University of Sari in the academic year of 2018-19. In this research, 401 students were selected as a sample by multistage cluster random sampling. Data gathering tools were Patchin and Hendowjah's Bullying Questionnaire (2011), Emergency Neural Network (1994), Baker and Siriac compatibility (1984). Resulth: The findings showed that the research model was confirmed and in general, 36 percent of students' bullying could be explained by student Alexithymia and student adaptation. Also, Alexithymia and student adaptation variables have a direct direct effect on students 'bullying. Emotional neural pathology has an indirect effect on students' bullying, with regard to student interpersonal mediation. Conclusion: The results of this study emphasized the importance of Alexithymia with regard to the quality of student compatibility., which can provide practical implications for reducing the level of bullying to counselors and psychologists, and considering the findings of the study can be used to reduce the incidence rate. Bullying among students has led to increased levels of academic compatibility as well as identification and correction of students' Alexithymia.

The implementation of blended learning models based liveboard against affective aspects in modern physics course

This study aims to know the implementation of blended learning models using liveboard to affective aspects in modern physics course. The method used in this study was a pre-experimental design (nondesign) with the design of the study one group pretest-posttest design. The population in the study were all students of physics education UHAMKA. The sample used purposive sampling entire fourth-semester students of physics education as many as 22 people. To view the affective aspects of the modern physics course as evidenced by calculating the index gain. The results of N-gain in the course of modern physics based on a questionnaire obtained a practical value of 0.59 with a percentage of 62.82 percent of student's possible value. Results of simple linear regression demonstrate the importance of Y = 45.578 + 0,422X. Based on the cost can be seen that the learning model of blended learning influences the affective aspects of students. In the hypothesis test, used t-test obtained in modern physics t count = 1,818 with t table = 1.717 at α = 0.05, so H 0 was rejected, which states that there was a significant influence on learning using blended models based learning liveaboard terms of affective aspects.

Analisis Terhadap Gaya Belajar Siswa Sekolah Menengah Di Bandung

Gaya belajar merupakan perilaku yang sengaja diperbuat oleh siswa berupa perilaku kognitif, afektif dan psikologikal untuk memperoleh perubahan dalam belajar. Terdapat Informasi mengenai gaya belajar siswa dapat membantu guru dalam menentukan strategi pembelajaran yang akan digunakan. Penelitian ini bertujuan untuk mengetahui bagaimana gaya belajar siswa-siswa Sekolah Menengah di Bandung. Metode penelitian ini adalah penelitian deskriptif, dan sampel pada penelitian ini adalah 275 siswa dari beberapa sekolah menengah di Bandung. Sedangkan instrumen pengukuran gaya belajar yang digunakan adalah “Perceptual Learning Style Preference Questionnaire” (PLSPQ) yang dibuat oleh Reid (1987) yang menyatakan terdapat enam gaya belajar (Visual, taktil, auditory, kelompok atau grup, kinestetik, individual), dan diterjemahkan ke dalam bahasa Indonesia. Hasil penelitian menunjukkan bahwa: (1) Terdapat 20,73 persen siswa yang memiliki hanya satu gaya belajar yang dominan atau bersifat “major”, (2) Terdapat 55,27 persen siswa yang memiliki lebih dari satu gaya belajar dominan, (3) Terdapat 24 persen siswa yang tidak memiliki satupun gaya belajar yang dominan. Hasil lainnya adalah: Mayoritas siswa sekolah menengah memiliki gaya belajar kinestetik (belajar melalui pengalaman tubuhnya secara menyeluruh) dan atau gaya belajar kelompok (belajar bersama teman dalam grup) sebagai gaya belajar yang dominan