@2024 Afarand., IRAN
ISSN: 2228-5468 Education Strategies in Medical Sciences 2015;8(5):269-274
ISSN: 2228-5468 Education Strategies in Medical Sciences 2015;8(5):269-274
Effect of Teaching Academic Skills on Academic Achievement in Medical Emergency Students
ARTICLE INFO
Article Type
Original ResearchAuthors
Otaghi M. (*)(*) Nursing Department, Nursing & Midwifery Faculty, Ilam University of Medical Sciences, Ilam, Iran
Correspondence
Address: Faculty of Nursing & midwifery, Ilam University of Medical Science, Banganjab, IlamPhone: +988433351791
Fax: +988432227123
otaghi-m@medilam.ac.ir
Article History
Received: June 12, 2015Accepted: January 3, 2016
ePublished: January 10, 2016
ABSTRACT
Aims
An important aspect of the student’s learning in academic performance is self-regulating. Students without required academic achievement skills need educational approaches to obtain the required insight in self-regulate learning. The aim of this study was to determine the effects of teaching academic skills on academic achievement in the advanced diploma medical emergency students of Ilam University of Medical Sciences.
Materials & Methods The intervening pretest-posttest study without any control group was a section of a greater action-research study to conduct and implement an educational process. The intervention included two 3-hour educational workshops for ten academic skills at one month interval for 23 advanced diploma medical emergency students of Ilam University of Medical Sciences during their second educational semester in 2014. The study tool was a 10-phrase self-made questionnaire, its validity and reliability was confirmed. Data was analyzed in SPSS 21 software using Paired-T test.
Findings There was an increase in the mean total score of academic skills after the intervention (p=0.009). From ten skills, the differences between the mean scores before and after the intervention were significant only in academic planning skills (p=0.025), the utilization of the memory strengthening methods (p=0.045), and correct study techniques (p=0.031). Academic intervention affected the students’ academic achievement (GPA) (p=0.001).
Conclusion Conducting academic skills educational workshops affects the utilization of the skills by the students and their academic achievements.
Materials & Methods The intervening pretest-posttest study without any control group was a section of a greater action-research study to conduct and implement an educational process. The intervention included two 3-hour educational workshops for ten academic skills at one month interval for 23 advanced diploma medical emergency students of Ilam University of Medical Sciences during their second educational semester in 2014. The study tool was a 10-phrase self-made questionnaire, its validity and reliability was confirmed. Data was analyzed in SPSS 21 software using Paired-T test.
Findings There was an increase in the mean total score of academic skills after the intervention (p=0.009). From ten skills, the differences between the mean scores before and after the intervention were significant only in academic planning skills (p=0.025), the utilization of the memory strengthening methods (p=0.045), and correct study techniques (p=0.031). Academic intervention affected the students’ academic achievement (GPA) (p=0.001).
Conclusion Conducting academic skills educational workshops affects the utilization of the skills by the students and their academic achievements.
CITATION LINKS
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[15]Dehghani GH, Soltanalgharaei Kh. Relationship of study skills and exam preparation method in master students. Educ Strategy Med Sci. 2014;7(1):51-6. [Persian]
[16]Babaei Shirvani Z, Faramarzi M, Naderi H, Fakhri S. Relationship between studying and learning strategies and academic performances in medical sciences students. Educ Strategy Med Sci. 2015;8(3):165-70. [Persian]
[17]Donker AS, de Boer H, Kostons D, Dignath van EwiJk CC, van der Werfa MPC. Effectiveness of learning strategy instruction on academic performance: A metaanalysis. Educ Res Rev. 2014;11:1-26.
[18]Robbins ST, Lauver K, Le H, Davis D, Longley R. Do psychosocial and study skill factors predict college outcomes? A meta-analysis. Psychol Bull. 2004;130(2):261-88.
[19]Vrugt A, Oort FJ. Metacognition, achievement goals, study strategies and academic achievement: pathways to achievement. Metacog Learn. 2008;30:123-46.
[20]Badeleh MT, Hesam M, Charkazi A, Asghari SZ, Khorsha H. Study skills in nursing and midwifery students of Golesatn University of Medical Sciences. J Res Dev Nurs Midwifery. 2012;9(1):34-40. [Persian]
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[24]Noohi S, Hosseini M, Rokhsarizadeh H, Saburi A , Alishiri Gh. Progress motivation among Baqiyatallah University of Medical Sciences students and its relationship with academic achievement. J Mil Med. 2012;14(3):200-4. [Persian]
[2]Winne PH. Bootstrapping learner's self-regulated learning. Psychol Test Assess Model. 2010;52(4): 472-90.
[3]Wolters CA. Regulation of motivation: Evaluating an underemphasized aspect of self-regulated learning. Educ Psychol. 2003;38(4):189-205.
[4]Sadeghi Z, Mohtashami R. Role of meta-cognition in learning process. Iran Q Educ Strategy. 2011;3(4):143-8. [Persian]
[5]Zimmerman BJ. Self-regulated learning and academic achievement: An overview. Educ Psychol. 1990;25(1):3-17.
[6]Soltani Arabshahi SK, Naeimi L. Assessment of the current situation of - self-directed learning skills in medical students. Razi J Med Sci. 2013;20(113):10-9. [Persian]
[7]Loret De Mola Garay JE. [Estilos y estrategias de aprendizaje en el rendimiento académico de los estudiantes de la universidad peruana “los andes” de huancayo – perù]. Rev Learn Style. 2011;8(8):1-40. [Spanish]
[8]Broadbent J, Poon WL. Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review. Internet High Educ. 2015;27:1-13.
[9]Tejedor-Tejedor FJ, Gonzalez Salvador G, Garcia Senoral MM. [Estrategias atencionales Y rendimiento academico en estudiantes de secundaria]. Rev Latinoamde Psicol. 2008;40(1):123-32. [Spanish]
[10]Khadivzadeh T, Saif AA, Valae N. The relationship of students’ study strategies with their personal characteristics and academic background. Iran J Med Educ. 2004;4(2):53-61. [Persian]
[11]Valizadeh L, Fathi Azar E, Zamanzadeh V. The relationship between learning characteristics and academic achievement in nursing and midwifery students. Iran J Med Educ. 2008;7(2):443-50. [Persian]
[12]Changizi Ashtiyani S, Shamsi M. Assessment of influencing factors of educational decline and presenting suitable solutions from the students viewpoints of Arak University of Medical Sciences. Res Med Educ. 2010;12:24-34. [Persian]
[13]Karimi M, Farahbahksh K. Relationship between affective self-regulation and study skills with educational performance of students of Isfahan University of Medical Science. I Iran J Med Educ. 2012;11(9):1149-61. [Persian]
[14]Badeleeh Shamooshaki MT, Hosseini SA, Charkazi A, Jafari SY, Bakhsha B. The relationship between students’ study skills and academic achievement. Iran J Med Educ. 2013;13(1):66-71. [Persian]
[15]Dehghani GH, Soltanalgharaei Kh. Relationship of study skills and exam preparation method in master students. Educ Strategy Med Sci. 2014;7(1):51-6. [Persian]
[16]Babaei Shirvani Z, Faramarzi M, Naderi H, Fakhri S. Relationship between studying and learning strategies and academic performances in medical sciences students. Educ Strategy Med Sci. 2015;8(3):165-70. [Persian]
[17]Donker AS, de Boer H, Kostons D, Dignath van EwiJk CC, van der Werfa MPC. Effectiveness of learning strategy instruction on academic performance: A metaanalysis. Educ Res Rev. 2014;11:1-26.
[18]Robbins ST, Lauver K, Le H, Davis D, Longley R. Do psychosocial and study skill factors predict college outcomes? A meta-analysis. Psychol Bull. 2004;130(2):261-88.
[19]Vrugt A, Oort FJ. Metacognition, achievement goals, study strategies and academic achievement: pathways to achievement. Metacog Learn. 2008;30:123-46.
[20]Badeleh MT, Hesam M, Charkazi A, Asghari SZ, Khorsha H. Study skills in nursing and midwifery students of Golesatn University of Medical Sciences. J Res Dev Nurs Midwifery. 2012;9(1):34-40. [Persian]
[21]Torabi M, Haghani J, Mosavi E. Assessment of the habits and study skills in the dental students. Strides Dev Med Educ. 2014;11(2):244-50. [Persian]
[22]Rouhani A, Akbar M, Mamavi T. Evaluation of study skills among student of Mashhad Dental School in academic year 2008-2009. Teb Tazkieh. 2009;19(4):63-73.[Persian]
[23]Abolghasemi M, Mirali Rostami O. Assessment of influencing factors of academic achievement of students in Tehran University of Engineering to present a model of predicting their academic achievement. Iran J Engin Educ. 2001;15(58):67-84. [Persian]
[24]Noohi S, Hosseini M, Rokhsarizadeh H, Saburi A , Alishiri Gh. Progress motivation among Baqiyatallah University of Medical Sciences students and its relationship with academic achievement. J Mil Med. 2012;14(3):200-4. [Persian]