Search published articles


Showing 27 results for Academic Achievement

Sadighe Kamali, Elham Jafari, Afsane Fathi,
Volume 2, Issue 2 (9-2009)
Abstract

  Background and objective: One of the biggest problems in education is academic failure. So the mental health and academic achievement in this group are of particular importance. Some studies suggest that there is a direct relationship between self-esteem and educational achievement, however, some experts doubt this direct relationship. This study was done to determine the correlation between academic achievement and self-esteem in students of Zanjan Faculty Nursing and Midwifery.

  Material and Methods: This study was a correlation study . All students of Zanjan Faculty of Nursing and Midwifery, which at least had two semester academic study history (n=182) participated in the study. Data was collected by questionnaires. The questionnaires consisted of two parts individual and educational characteristics of subjects and Cooper Smith inventory containing 58 items. The data was analyzed by SPSS 11 software.

  Results: Pearson correlation coefficient revealed a significant relationship between students self-esteem and their educational status (r=0.31), but self-esteem had no statistically significant relationship with age and gender (p>0.05) . Academic achievement of female students was significantly better than male students (p<0.05).

  Conclusion: Since there is a positive correlation between the students' self-esteem and academic achievement, it seems using methods to strengthen students' self-esteem can prevent their academic failure.


Mohsen Alipour, Ramazan Fallah,
Volume 4, Issue 6 (10-2011)
Abstract

Background and Objectives: Evaluation is one of the important aspects of educational activities that can be performed in different forms and by which the weaknesses and strengths of educational programs can be found identified. Here, the role of continuous evaluation in academic achievement of BS students of Zanjan University of Medical Sciences (ZUMS) was studied. Material and methods: This is a descriptive-analytical study that was performed in cross-sectionally during a four-semester period with four classes. Students in each class were randomly divided into two groups. One group was tested continuously during the semester but no tests were given to the group .At the end of the course, the scores of the two groups of students in each class as well as all the students regardless of the type class were compared under the same conditions. Results: Results demonstrated that in all four classes, mean scores in the students who were asked tested during the semester was significantly higher than the students who were not tested. This result was also true for all students, regardless of their field of study. From total of fifty four students who were questioned, only four students had a lower score toward other fifty four students. Conclusion: The findings of this study reveal that formative evaluation as classroom questioning has powerful impacts on academic achievement. Thus, achieving the educational objectives needs accurate planning and careful implementation.
Ms Zahra Tagharrobi, Dr Esmail Fakharian, Mrs Fakhrossadat Mirhoseini, Dr Sayyed Asghar Rasoulinejad, Mr Hossein Akbari, Mr Hossein Ameli,
Volume 4, Issue 6 (10-2011)
Abstract

Background and Objective: Identifying the influencing factors in educational performance has specific importance. There are numerous controversies about the role of these factors. So, this study was carried out to assess the predictors of academic performance in the alumni of operation room at Kashan University medical sciences. Material and Methods: In this cross-sectional study all operation room alumni of kaums from 1992 until the end of 2003 were selected via census method (n=230). The questionnaire including demographic data, admission criteria, educational background and academic performance status. Data was analyzed using univariate and multivariate Logistic regression analysis. Results: Univariate analysis showed specific quota (OR=3.88, p=0.044) and showed that junior high school grade point average (HGPA) had the negative effect on academic performance. Multivariate Logistic regression analysis introduced HGPA as the strongest predictors for academic performance. The results showed that with increase of one grade in HGPA, probability of academic success will increase by 24.5%. Conclusion: with regard to the effect of HGPA on acade‌mic performance, propose that the importance of HGPA in the acceptance of university students to be considered and courses for the students whose HGPA is low to be revised.
- Masoumeh Delaram, Tahmineh Salehiyan, Zeiba Raeisi, Nasrin Fouroozandeh,
Volume 5, Issue 8 (8-2012)
Abstract

Background and Objective: Controversial reports are available about the relationship between students’ self-esteem, and their academic achievement and previous reports are mainly based on studies in high school students. This study was performed to compare the self-esteem of suspended and non-suspended students in Shahrekord University of medical sciences in 2009-2010. Material and Methods: In a cross-sectional study, a sample of 310 students from 4 schools and 12 courses in two groups (suspended VS non-suspended) were compared by using the 88 items of Cooper-Smith inventory questionnaire (for assessing the self-esteem). Data was analyzed by spss version 13, using t-test, chi-square test and Pearson correlation test with P< 0.05. Results: The mean and standard deviation for self-esteem scores was 19.60 ± 4.9 (out of 50 ) in dropout students and 31.76 ± 6.4 in non-dropout students and difference was significant (P< 0.008) .The correlation of .self-esteem and grade point average was not significant Conclusion: Suspended students had lower self-esteem than the non-suspended students. The education of conflict with raiser of self-esteem and the achievement of social skills to dropout students were suggested. .We suggest suspended students be helped in order to learn social behaviors and conduct
Mozhganosadat Aghvami, Zenab Ghahremani, Mahnaz Afshin Joo, Mohamad Reza Hamzehpoor, Morteza Torabi Ahmadi,
Volume 5, Issue 8 (8-2012)
Abstract

Background and Objective: Students are risk groups in society .They may be stressed and worried. Religious beliefs may help them overcome their stress and worry and enhance their academic achievement. Material and Methods: This research is a correlational study. Study population consisted of emergency, midwifery and operating room sophomores. Sample size was 82 students that were selected by purposive randomize sampling. Demographic scale and 21-question Alport scale were used to gather data. Results: No significant relationship between external religious mark and other factors was found. But, religious feelings had a positive relationship with age (p=0.022, r=0.253), employment (p=0.13, r=0.274), and education (p=0.022,r=0.253). On the other hand, religious feelings had a negative relationship with marital status (p=0.003, r=0.323) and religious code conduct. There was no significant correlation between academic achievement and religious beliefs. Conclusions: Knowing effective factors is important in academic achievement therefore, more research is recommended.
Maryam Aalaa, Azim Mirzazadeh, Mitra Gharib, Hamid Reza Baradaran, Patricia Khashayar,
Volume 6, Issue 10 (7-2013)
Abstract

Background and Objective: Learning style is one of the factors that affect learning and academic achievement of learners so that understanding it helps individuals adopt a more appropriate way of learning. Teachers' learning styles also affect selected teaching activities and learning environment. This study assesses the learning styles of students and faculty members in pre-clinical stage of medical education at Tehran University of Medical Sciences. Materials and Methods: This study was conducted in the 2011-12. 221 medical students and 106 faculty staff in preclinical stage at Tehran University of Medical Sciences participated in a census study. Kolb's Learning Style Inventory was used to conduct the research. Results: Much of the students’ learning style was converging (34.4%) and accommodating (30.8%) while the majority of the faculty learning style was respectively converging (41.5%) and absorbent (26.4%). There was a significant difference (p=0.000) between learning styles of the students and the faculty staff. Conclusion: Similarity between learning style of medical students and the faculty increases learning motivation and achievement. We recommend that the faculty, regardless of their learning preferences, use laboratory and problem solving method in their teaching. In addition, the communication skills of medical students should also be strengthened.
Ali Mohammadi, Jamshid Mohammadi,
Volume 6, Issue 11 (10-2013)
Abstract

Background and objective: A learning environment is all of the physical surroundings, psychological or emotional conditions, and social or cultural influences affecting the growth and development of a learner in an educational institution. Learning environment is an important determinant of high quality learning. Elements of the educational environment are related to academic achievement and course satisfaction. Thus, the aim of this study was to assess the educational environment at Zanjan University of Medical Sciences based on students' point of view. Materials and Methods: A cross-sectional study was carried out at Zanjan University of Medical Sciences. A total of 374 students were selected randomly and the Dundee Ready Education Environment Measure (DREEM) was used for data collection. Data analysis was performed using SPSS 11.5 and descriptive and analytical statistics such as the mean, the independent samples t test and one-way ANOVA. A total of 340 students (90.9%) completed the DREEM. Results: The overall DREEM score was 100.26 out of a maximum 200. It represents an average educational environment. The highest DREEM score mean was 23.03 out of maximum 44 (52.35%) in students’ perceptions of the teachers (representing moving in the right direction) and the lowest DREEM score mean was 22.23 out of maximum 48 (46.5%) in students’ perceptions of the learning (representing negative attitude to learning). The difference of mean scores in faculties were statistically significant in all of the DREEM domains except teacher domain (p <0.05). There was no statistically significant difference between male and female students for the DREEM subscale scores. Conclusion: The finding of this study showed that students’ perceptions of the educational environment are average and there is a room for improvement in all domains of educational environment. But, improvements are needed more in learning and social self-perception domains.
Azita Yadollahi, Azim Mirzazadeh, Ladan Fata,
Volume 6, Issue 11 (10-2013)
Abstract

Background and objective: Identifying factors affecting students' academic achievement and paying attention to them is a step toward sustainable development. The aim of this study is predicting academic achievement through components of critical thinking and some sociodemographic variables. Materials and Method: 114 first-year medical student of Tehran University of Medical Sciences participated in this research. They completed California Critical Thinking Skills Test (CCTST) at the beginning of the academic year. At the end of the academic year, their average and some demographic variables were collected. Results: Stepwise regression results showed that there is a significant relationship between inference and academic achievement (R=0/251), (R2=0/063) and (R2Adj=0/054). Among the four components of sociodemographic variables a significant relationship was found between the subscale scores and academic achievement (F (2,101) =7.317 P<0.001). Conclusion: The results of this research showed that with density of subject content, students cannot think and use evaluation methods based on memorization of large volume of information. Students learn memorization techniques without thinking and reasoning. Therefore, it is necessary to focus on the volume of subject content and student evaluation method. Also, students admission must change until the effectiveness of subscale scores become reasonable.
Zeinab Ghahremani, Korosh Amini, Mahin Roohani, Mozghan Asadat Aghvamy,
Volume 6, Issue 12 (12-2013)
Abstract

  Background and Objective : Learning Style is one of the most effective factors in academic achievement. Hence, attention to learning style is essential to success in any educational system . This study was conducted to investigate relationship between learning styles, and academic achievement among students of Zanjan School of Nursing and Midwifery in 2013.

  Materials and Methods: In this cross-sectional study 208 students who enrolled at least one semester in the School of Nursing and Midwifery were randomly selected. The instruments of collecting data were Kolb Learning Style Inventory (3.1-2005) and a demographic form. These questionnaires were given to subjects in accordance with established ethical codes. The collected data were entered SPSS ( 18 ) and analyzed using descriptive and analytical statistics .

  Results: The results indicate d that the highest mean belonged to abstract conceptualization learning styles (76.5 ± 35.33) and the lowest to actual experience (22.6 ± 16.26) respectively. In other words, most of the students in this study could benefit from the assimilating and diverging learning styles in their learning. There is a significant relationship between active experimentation learning style and students' academic achievement (r= 0.136, p= 0.05).

  Conclusion: Since the majority of the student learning styles were assimilating and diverging, and there existed a significant relationship between the students’ learning styles and their academic achievement, teachers are advised to take practical steps to involve them in analytical and explanatory teaching.

 


Ali Kebriaei, Mohammad Sabahi Bidgoli, Ali Saeedi,
Volume 6, Issue 12 (12-2013)
Abstract

  Background and Objective: Using personal time management skills is one of the most important factors in academic achievement. Students can use it to plan and organize their time schedule . This study was performed to investigate using personal time management skills and its relationship with time spending satisfaction.

  Materials and Methods : This cross-sectional descriptive-analytic research was performed in 2010 with 332 students of Zahedan University of Medical Sciences. Samples were selected through stratified sampling and in each category by systematic sampling . A questionnaire was used to measure students’ time management skills in four aspects. Validity and reliability of the questionnaire was assessed. Data were analyzed by SPSS software.

  Results : Students’ personal time management skills was from moderate to low. Students’ performance was better in time planning aspect and poorer in commitment to implementing aspect. Students’ were relatively satisfied with time management. There was a significant relationship between students’ personal time management skills and students’ time satisfaction. Students of School of Rehabilitation Sciences were the best and students of Health School were the poorest in time management. Female students' scores were higher than those of males.

  Conclusion: Students’ personal time management skills were less than average. Thus, it seems necessary to plan for improving students' time management skills in order to enhance their satisfaction.

 


Mohsen Saffari, Hormoz Sanaeinasab, Hojat Rashidi Jahan, Gholamhossein Purtaghi, Amir Pakpour,
Volume 7, Issue 13 (4-2014)
Abstract

Background and Objective: There are different personality variables such as happiness and self-efficacy that can influence on academic achievement of students. The aim of the study was to investigate relationships among these variables, academic achievement, and some demographics. Materials and Methods: This was a cross-sectional study performed on 180 students from Baqiyatallah university of Medical Sciences. The sample was selected using systematic random sampling method.A demographic questionnaire along with Oxford Happiness Inventory (OHI) and General Self-efficacy Scale (GSE) were used to collect data from students. Academic achievement was determined by the mean of grade point averages from two last semesters. Analyses were performed using student t-test, one way ANOVA, and Pearson correlation tests. All statistical analyses were executed by SPSS for windows version 20. Results: The mean standard score of happiness was 4.36 (SD=0.58) and the mean total score of self-efficacy was 61.60 (SD=9.09). The mean of grade point averages of two last semesters was 15.41 (SD=1.81). Factors such as marital status, age, academic grades and disciplines as well as academic achievement were related to happiness significantly. Similarly, marital status, age, academic grade and academic achievement were also related to self-efficacy. In addition, positive correlations were found between the main variables of the study, i.e. happiness, self-efficacy and academic achievement. Conclusion: Happiness and self-efficacy were related to various demographic and academic factors. Identifying and modifying these factors can lead to improvement of mental function and health among medical sciences students. Therefore, doing more studies to better understand such factors toward enhancement of education is suggested.
Gholamali Dehghani, Mosa Piri,
Volume 7, Issue 14 (6-2014)
Abstract

Abstract

  

Background & Objective: ‍‍ Considering the role of universities in specialist training, evaluation of education status and awareness of the weak and strong points in educational process, design and implementation of appropriate programs is necessary. The aim of this study was to compare academic achievement of present medical students with previous graduated ones from the viewpoint of faculty members of Tabriz University of Medical Sciences.

Materials and Methods: This descriptive cross-sectional study was conducted in 2013. The information was collected by a valid and reliable questionnaire that was completed by 140 eligible faculty members employed in medical faculty. The questionnaire was designed to compare educational status of present medical students with that of the previous graduated students. Data were analyzed by using descriptive statistics, independent t-test, and One-way ANOVA and Spearman Correlation coefficient.

Results: More than 50% of the faculty members stated that the medical students’ interest in attending in didactic classes, student responsibility, clinical skills, and medical professionalism is something between worse to much worse than before but students’ tendency to participate in specialty exams and to embark on research activities is something between better to much better. Moreover, most participants believed that there was no difference between current students and graduates in other variables. The participants believed that about 42% of medical graduates have enough clinical skills for independent practice. Spearman's correlation coefficient showed a positive significant correlation between years of services of faculty members and their views in medical students’ clinical skills necessary for independent practice (r=0.529, p=0.000) .

Conclusion : Although aspiration for participation in postgraduate entrance exams and research activities has increased, in general the educational status of medical students has not improved during the last years. According to the viewpoints of faculty members, medical students’ clinical skills necessary for independent practice was not satisfying.

  

Keywords: educational status, medical student, faculty members


Samad Eizadi, , , Hojat Safar Heidari,
Volume 7, Issue 14 (6-2014)
Abstract

cultural capital is a set of relationships, information and scores that a person uses for saveing Or obtaining a social position. cultural capital is not attained and inherited with out personal attempt.attaining of cultural capital needs long work, Continuous, learning and Acculturation . cultural capital wants to invest time and financial resources. The aim of this study was to investigate the relationship between cultural capital with enterance motivation and academic achievement of Golestan University of Medical Siences’students. Methods and materials: This descriptive – Analytical research was done with using Sampling Available on 359 student of Golestan University of Medical Siences . for collecting of information used 2 Valid and reliable questionnaires cultural capital with four scales embodied ,objectical, institutional and interactive and second is the Questionnaire of enterance motivation and for Measurement of academic performance used from average and data analysed with using of Spearman and Cros Kalvalys The results: 75/5 sample women and most Ethnicity were Persian and Turkoman. cultural capital of 4/23 students were Weak,74/9 Average and 7/1 good. Embodied cultural capital7/5 students good,86/6 average and 5/8 good, objectica cultural capital32/3 students good 63/2, average and 4/5 good, institutional cultural capital92/8 students good 6/4, average and 10/6 good and , interactive cultural capital10/6 students good 70/2, average and 19/2 good . enterance motivation 1/4 students were weak,49/6 average and 49 good. academic performance 46/6 students were good. The results show that the average of cultural capital in the areas of embodied ,objectical, institutional and interactive was 2/93,2/58,1/13 ,3/18. The highest score Was for interactive cultural capital. the average of enterance motivation was 4/93. Academic achievement below 12 (low), 0/8, 12-14 (medium), 12/5, 14-17 (Good) 64/6, up from 17 (very good) 21/7 percent among students. there is no significant relation between the institutionalized and objectical cultural capital with enterance motivation and academic achievement of students. There was significant positive relation between the embodied with academic achievement (p= 0/028) and interactive cultural capital with enterance motivation (p=0/000) and academic achievement(p=0/005). Research also shows that there was only significant relation between embodied cultural capital with faculties . there was significant relation between four kinds of cultural capital with studies of their fathers and moters. Conclusion: We can conclude that with enhancing cultural capital embodied ,enhances academic achievement and interactive cultural capital have effective role on enterance motivation and academic achievement of students.such as past studies the institutionalized and objectical cultural capital are not important factor on inhancing of cultural capital .
Javad Zarei, Ahmad Azizi, Azam Kazemi,
Volume 7, Issue 15 (9-2014)
Abstract

Background: The student's academic achievement is one of the most important indicators for evaluation the efficiency of higher education system. One of the issues raised in the student's academic achievement is study of reasons for decreased desire to continue education. The aim of this study was survey of factors affecting on decreased desire to continue education of undergraduate students. Methods: This study was observational and cross-sectional in nature. The study was conducted in the academic year of 2011-2012. The population of the study consisted of all students in final year of BS degree in School of Allied Health Sciences, Ahvaz Jondishapur University of Medical Sciences. The data collection instrument was a questionnaire, which validity and reliability was confirmed. Data were analyzed by SPSS (version 15) using descriptive statistics. Results: Among 276 students were studied 56 case (20.3 percent) had no desire to continue education. The highest number was related to the radiotherapy student (30.4 percent) and lowest number was related to the anesthesia student (9.1percent).Study of different reasons for decreased desire to continue education showed the most important reason was no effect on future employment and the labor market (mean 2.8) and Family problems (mean1.9) were mentioned as the less important reasons. Conclusions: Overall, it can be concluded that except the reason related to decreasing teachers and department encouragement, other mentioned reasons were effective to decrease desire to continue education was derived of the structure of higher education system and they were less relevant to the performance of departments.

Saed Sobhanian, Elahe Elahe Rezaee, Leili Mosalanejad,
Volume 8, Issue 19 (9-2015)
Abstract

Introduction: Academic achievement of students is one of the important indicators of education. Hence study variables that are related to academic achievement in different subjects, is one of the main topics of research in Education system. this study performed in order to asses the association of student‘s education progress with Additional classes before passing entrance exam. Material and Methods: This study is a cross-sectional and analytical study that was conducted in 1391 on 116 students from Jahrom University of Medical Sciences. Data were obtained by a self-made questionnaire including: part1 demographic characteristics, part2 questions about students' view of Additional classes and part3 data about raw scores and total rank of entrance exam and also First and second semester GPA for all students. Findings were analyzed by using spss v.16 software. Results: 116 students participated in this study. (2/30٪)35 didn’t use any classes and (8/69٪)81 had used different types of classes. There was a significant correlation between and total rank of entrance exam How to participate in classes. (p=0.007,r=0.251). There was a significant correlation between raw scores of entrance exam and How to participate in classes. (p=.0.21,r=0.215). There was a significant correlation but inverse between total rank of entrance exam and First semester GPA. (p=0.003,r=-0.27). Conclusion: Although the correlation coefficient does not show a strong correlation, But it could mean that participate in mentioned classes, not only dose not help students to improve the basic information But perhaps for reasons that should be investigated leads to Academic failure on arrival to the university. Therefore, Need to revise curricula in all disciplines and levels of education is inevitable.
Saeed Moshtaghi, Mohammad Afzalzadeh,
Volume 9, Issue 23 (9-2016)
Abstract

Background and Objective: The aim of present study was to examine the applicability of Russell and Petrie theory in prediction of academic achievement by college learning effectiveness inventory (CLEI).

Materials and Methods: This correlational study was performed at Dezful University of Medical Sciences, on 245 students (136 men and 109 women), who were selected by random sampling method. Data was collected using the third version of CLEI. The mean scores of students were used as an index for academic achievement. Data were analyzed by descriptive statistics, Pearson correlation coefficient, multiple regression using SPSS 18 software.

Results: The results indicated that six factors of college learning effectiveness correlated positively with students' academic achievement. In addition, the factors assessed, according to the study of academic self-efficacy and organization and attention to study factors were strongest predictors of academic achievement.

Conclusion: Findings of the study emphasized the importance of investigating different factors based on Russell and Petrie model, and their influence on academic variables.


Yahya Safari, Habibeh Meskini, Akba Nosrati, Shahla Safari, ,
Volume 9, Issue 23 (9-2016)
Abstract

 Background and objective: Studies have indicated that metacognitive strategies control and direct cognitive strategies. Thus, application of metacognitive and cognitive strategies together is essential for successful learning to happen. The present study was conducted to examine the effect of metacognitive-oriented instruction on development of problem solving skills in students of Kermanshah University of Medical Sciences.

Materials and Methods: This study was a quasi-experimental research with pretest/posttest and control group design. The study sample included the students of Kermanshah University of Medical Sciences (n=4283) in the academic year of 2013-2014. A total number of 40 students were selected through convenient sampling method as the study sample. The samples were randomly placed in experimental and control groups. For the experimental group, problem solving skills were taught based on metacognitive strategies in 8 sessions, each session for 1 and half hours. For the control group, however, problem solving skills were taught through conventional teaching method. The instrument for data collection was  Heppner’s  problem  solving inventory (1988) whose validity and reliability were confirmed previously. Data were analyzed by descriptive statistics, mean and standard deviation, and the hypotheses were tested through t-test.

Results: The results of the posttest showed that the total mean of scores for problem solving skills in the experimental group (99.75) was higher than that of the control group (26.800) (p<0.0001). This difference was significant in the case of confidence, approach/avoidance and personal control components (p<0.0001). Moreover, the mean of students’ scores was not significant in terms of gender and major.

Conclusion: Given the positive effect of metacognitive strategies on the students’ performance and the necessity of teaching metacognition for the sake of academic achievement, these strategies are recommended to be taught to students.

Keyword: Metacognition, Problem-solving skill, Metacognition instruction, Medical students.


Zahra Moslemi, Mahin Ghomi, Seyed Davood Mohammadi,
Volume 9, Issue 23 (9-2016)
Abstract

Background and Objective: Critical thinking is one of the goals in higher education and a key element in students' mental health. This study aims to investigate the relationship between critical thinking skills with mental health and academic achievement of Qom University of Medical Sciences students.

Materials and Methods: In this descriptive­-correlation study in 1394,a sample of 303students at Qom University of Medical Sciences were selected through stratified random sampling method with a view to gender.The data were collected through two standard questionnaires on critical thinking skills CCTST form(B) and mental health questionnaire of GHQ-28.Then the data were analyzed simultaneously using descriptive statistics methods, Pearson correlation and independent t-test, and multiple regression analysis.

Results: Students’ mean score of critical thinking skills was (9.16 ± 3.15) which was interpreted as under average. The results of Pearson correlation test showed that there was no significant relationship between critical thinking skills and mental health (P=0.702, r=0.039) and academic achievement (P=0.284, r=0.081).There was also no significant relationship between mental health and academic achievement (P=0.141, r=-0.150). According to independent t-test results, there was no significant difference between male and female students’ average scores in critical thinking skills and mental health. But there was a significant difference between male and female students in academic achievement. Finally multiple regression analysis revealed that mental health and academic achievement did not predict any critical thinking skills.

Conclusion: Considering that strengthening critical thinking in students and enhancing learning methods can improve learning skills and factors affecting their learning Therefore, by modifying and providing appropriate educational practices, critical thinking of students can be enhanced.


Aliakbar Ajam, Abolghasem Rezvany,
Volume 9, Issue 24 (1-2017)
Abstract

Background and Objective: This study aimed to investigate the relationship between the use of mobile based virtual social networks with academic achievement and  trust in interpersonal relations of university students Of Medical Sciences was conducted.

Materials and Methods: This study was descriptive correlational. The study population included college of Public Health students and students of medicine at Birjand University of Medical Sciences. Based on purposive sampling method, 150 students were selected. For data collection Scale of trust in interpersonal relations of Rempel & Holmes was used. The researchers made use of social networks and academic achievement. Data were analyzed by SPSS software version 20.

Result: There was a significant negative relationship between the time allotted to the network and the number of virtual  memberships  in social groups and academic achievement of students(P <0.01). Academic achievement of students who used virtual social networks for scientific purposes was higher than those who used it for non-scientific purposes.  There was a significant negative correlation between the time allocated to social networks and factors such as capability of trust, predictability and loyalty (P <0.05).

Conclusion: It is recommended that workshops and training courses be held for practical learning of virtual networks.


B Mohammdzade, L Maghsodi, Mm Vakili, T Sadeghi, F Zarei,
Volume 9, Issue 24 (1-2017)
Abstract

Background and Objective: Learning Strategies includes overt and covert behaviors, which are associated with success in learning. On the other hand, training students who are able to live in environments with diverse values, rapid technological changes, and developments in the socio-cultural complex is one of the unique challenges to a university administrator. Therefore, this study was performed to investigate the association of personal characteristics and educational experiences of the students of Zanjan University of Medical Sciences with their academic achievements.

Materials and Methods: This descriptive correlational study was conducted on the students of Zanjan University of Medical Sciences during 2014-2015 academic year. Students were selected through random stratified sampling based on gender and discipline (N=352). The research tool was the college students’ experiences questionnaire (CSEQ). Data was analyzed using descriptive statistics and multiple regression.

Results: All three dimensions of college students’ experiences, including perceptions of quality of environment, quality of effort, and social integration are significant anticipators of their academic achievements respectively and predict 0.415 of achievements variances.
Conclusion: Taking into account the personal characteristics and educational experiences of college students for their academic achievements in medical universities is essential. In spite of the impact of academic environments ranging from individuals and facilities for college students, improving these factors contribute to better communication between students and faculty members and.


Page 1 from 2    
First
Previous
1
 

© 2020 All Rights Reserved | Journal of Medical Education Development

Designed & Developed by : Yektaweb