Performance Of Third-year Students Research Articles

Students’ Preferences for Teaching Methods and their Performances in Schools of Nursing, Nigeria

Background: Suboptimal academic performance by the majority of students at higher educationallevel has been linked with ineffective teaching methods by teachers/lecturers. The aim of this studywas to assess teaching methods, academic, and clinical performances among student nurses in schoolsof nursing, in North-west Nigeria.Methods: The study adopted a mixed approach of a cross-sectional design. The sample comprises of95 tutors, 31 clinical instructors, 698 students, and the final year students from five selected schools. Anadapted questionnaire was used for data collection. Quantitative data were analyzed using descriptiveand inferential statistic with the aid of IBM SPSS Version 20. The qualitative data were summarizeusing thematic content analysis.Results: Lectures, demonstration, and discussion were the most frequently used methods of instructionin the schools. The average academic performances of students were credit (C). The academicperformance of students in the final examination and Nursing Council Exam was “Pass”. Most ofthe students obtained a C-grade in the clinical examination. The clinical performance rating of thestudents in both the school and the nursing Council was “Pass” grade. There was a Significant positivecorrelation between the academic performance of third year students and their clinical performance(<.05). Most students were satisfied with lecture teaching method because of its ability to ensurecurriculum coverage.Conclusions: Clinical performance of students increased with an increased academic performance.Students preferred lectures and demonstration as methods of instruction. The tutors should trained andmotivated students to use students’ centred Learning methods in the administration of their lessons.

Students’ Preferences for Teaching Methods and their Performances in Schools of Nursing, Nigeria

Background: Suboptimal academic performance by the majority of students at higher educationallevel has been linked with ineffective teaching methods by teachers/lecturers.The aim of this study wasto assess teaching methods, academic, and clinical performances among student nurses in schools ofnursing, in North-west Nigeria..Methods: The study adopted a mixed approach of a cross-sectional design.The sample comprises of95 tutors, 31 clinical instructors, 698 students, and the final year students from five selected schools. Anadapted questionnaire was used for data collection. Quantitative data were analyzed using descriptiveand inferential statistic with the aid of IBM SPSS Version 20. The qualitative data were summarizeusing thematic content analysis.Results: Lectures, demonstration, and discussion were the most frequently used methods of instructionin the schools. The average academic performances of students were credit (C). The academicperformance of students in the final examination and Nursing Council Exam was “Pass”. Most ofthe students obtained a C-grade in the clinical examination. The clinical performance rating of thestudents in both the school and the nursing Council was “Pass” grade. There was a Significant positivecorrelation between the academic performance of third year students and their clinical performance(<.05). Most students were satisfied with lecture teaching method because of its ability to ensurecurriculum coverage.Conclusions: Clinical performance of students increased with an increased academic performance.Students preferred lectures and demonstration as methods of instruction. The tutors should trained andmotivated students to use students’ centred Learning methods in the administration of their lessons.

Effect of E-Learning on the Academic Performance of Third Year Students in Statistics at Mukuba University

A mode of teaching where students receive all information passively from a lecturer is ineffective in fostering of conceptual understanding of statistics. One mode of teaching which engages learners in the learning process of statistics is e-learning. This study was therefore, designed to determine the effect and challenges of e-learning on students at Mukuba University. The study employed quasi-experimental design. Sample for the study consisted of 60 third year students of mathematics studying statistics. Self-made questionnaire and statistics performance tests were used to collect data for the study. Students in the experimental group learnt Gamma and Beta Function, and Probability Distributions of Function of Random Variable using E-Learning approach while students in the control group learnt Gamma and Beta Function, and Probability Distributions of Function of Random Variable using conventional learning approach. Data for the study was analyzed using independent sample t-test statistics. The null hypothesis (H0) was tested at 5 percent significance level. The findings of the study revealed that E-Learning approach improved students’ academic performance. Based on this, this study recommended that E-Learning should be used as an alternative method in teaching of statistics.

ASSOCIATION OF DIFFERENT TEACHING METHODOLOGIES WITH THE ACADEMIC PERFORMANCE IN THE ORAL PATHOLOGY DEPARTMENT OF SHARIF MEDICAL AND DENTAL COLLEGE, LAHORE. A RETROSPECTIVE STUDY

Objective: The objective of this study was to do a five year retrospective analysis of employing different teaching methodologies on the academic performance of Third Year students of Bachelor of Dental Surgery (BDS) in Sharif College of Dentistry, (SMDC), Lahore. Materials and Methods: A five year retrospective analysis was done using the academic records of Third Year students of Bachelor of Dental Surgery (BDS) enrolled in Sharif College of Dentistry, Lahore. Batches were taught using the teacher centered approach, teacher student interactive approach and the student centered approach. The data was analyzed using SPSS version 23 and all nominal data was entered in frequencies and percentages whereas all numerical data was entered as mean with its respective standard deviation. One way ANOVA was used to determine the statistical difference between the scores of the students taught using different teaching methodologies and Chi square test was applied for determining association of different teaching approaches and the academic performance of students. P value i.e., (p<0.05) was taken as significant. Results: Academic record of 288 Third Year BDS students of Sharif College of Dentistry was done from the year 2014 to 2018 for the subject of Oral Pathology. There was a statistically significant difference in the academic performance of students who had tutorial and practical sessions along with demonstrations of histopathological diagrams (p≤0.001). There was no significant difference in the academic performance of students who had received either demonstrations of histopathological diagrams or had been engaged in student research assignments on histopathology (p=0.104). Furthermore, that the group who had received tutorial, practical and histopathological demonstrations was the only category with students who demonstrated an excellent result. The greatest percentage of students (21.2%) with poor performance in the exam belonged to the batches that were taught using histopathological demonstrations only. Conclusion: According to this study the teacher centered approach of teaching is an approach that the students benefit from the least. In order to improve the academic performance of students and to revive their interest in their studies, promoting and including active learning is of immense importance.

Age-Related Differences in Academic Performance of Undergraduate Science Courses at the University of Nairobi, Kenya

The emergence of global-based knowledge economies has generated a world-wide demand for higher education among adults and tertiary age school graduates. Among the adults, there is quest for life-long learning in order to upgrade skills and maintain competitiveness within the rapidly evolving economies. This demand is not limited to the adults only but also among the young who view education as a means for realizing social, cultural, economic and political needs and aspirations. In this paper, the researchers explored the relationship between age and academic performance by comparing the performance of third year students in the Bachelor of Education (Science) on-campus mode of learning relative to those enrolled in the Open and Distance Learning (ODL) mode at the University of Nairobi. Results indicate that the on-campus students performed significantly better than the ODL students in Chemistry and Biology; t(44) = -4.427, p<.05 and t(65) = -8.54, p<.05 respectively. In Physics, on-campus students had a higher mean score of 54.22 against 54.04 of the ODE students. The difference in the means was not significant; t (71) = .120, p>.05. However, there was no significant relationship between age and academic performance. The researchers conclude that age does not influence academic performance. Therefore, enhanced academic performance may be a matter of personal determination rather than age determined.

Social Interaction and Performance of Third-Year Students in Geometry

Social interaction creates a vital source of opportunities to learn Mathematics and opportunities for students to talk about their own thinking, and this talk encourages reflection. A study was organized to find out the relationship between the social interaction and the performance of third-year students in geometry. Specifically, the study sought to determine their levels of accidental, repeated, regular, and regulated social interactions; students'academic performance in geometry; and the relationship between students'levels of social interaction and their performance in Geometry. The study used the descriptive-correlation method involving 39 students as respondents, and complete enumeration sampling design was used. The descriptive used for social interactions were outstanding, very satisfactory, satisfactory, poor and very poor while for the performance were very high, high, moderate, low and very low. The results showed no significant relationship with the social interaction, while the students'performance in geometry was very satisfactory. The study concludes that the social interaction has no influence on the performance of students in geometry. The study recommends further study shall be made on the relationship of the students'performances when clustered according to the different levels of social interaction so that appropriate intervention can be made easily.

Attitudes and Performance of Third- vs Fourth-Year Neurology Clerkship Students

To compare student performance, attitudes, and career plans based on whether the neurology clerkship was taken in the third or fourth year. During the 1-year transition when the neurology clerkship was officially moved from the fourth to the third year at our institution, students took the identical clinical clerkship and were mixed together at each clinical site where faculty were blinded to student's year. University of Texas Southwestern Medical School. Third- and fourth-year medical students. Performance, enthusiasm, and match results were analyzed by year of medical school for differences. There was a statistical trend toward better performance of third-year students as measured by the clinical evaluation grade (88.4 vs 87.4; P = .051) but this represented only a 1% difference. No difference was noted on the National Board of Medical Examiners neurology shelf examination score (73.8 vs 74.9; P = .20). Students' enthusiasm for neurologic learning was significantly higher in third- as compared with fourth-year students (P = .004). The probability that students would choose a career in neurology was higher for third- than fourth-year students (P < .001), but there was no correlation between year and matching for a neurology residency (P = .17). Our findings support the belief among academic neurologists that students who take the neurology clerkship in the third year have greater enthusiasm for the field and look more favorably on neurology as a possible career than those taking the neurology clerkship in their fourth year. Nevertheless, our findings do not support the notion that third-year placement results in superior achievement.

A field test of the TIME patient simulation model

The Technological Innovations in Medical Education (TIME) Project has created an interactive videodisc patient-simulation model that provides faculty with a new method for patient-centered teaching in the medical school classroom. The TIME model is designed to be controlled by a professor in the classroom setting, and incorporates voice recognition technology and video dramatization to create a believable patient encounter. Under the auspices of the Lister Hill National Center for Biomedical Communications, National Library of Medicine, where the Project originated in 1983, three medical schools participated in a field test of this "high-tech" model. Six faculty members made ten classroom presentations of two TIME simulations to 306 second-year medical students. The principal finding was that, in a group setting, a large majority of the students at all three schools became individually committed to the care and management of the simulated patient. They acted as if the patient's problems were real and left the session feeling as though they had interacted with an actual person. Therefore, in terms of simulating a real patient, the TIME patient-simulation model was validated, providing the basis for the development of new patient-centered methods to teach and test medical students in the classroom setting. The Project has been at the Georgetown University School of Medicine, where the model is being introduced into the existing curriculum, since 1988. It is currently being used as a part of the final examination for second-year students and in discussion-group settings for fourth-year students in the internal medicine clerkship. A field test is also under way using the TIME model to assess the clinical performance of third-year students.