Level of self-efficacy among skill-based allied health students in the University of Santo Tomas’ enriched virtual mode of learning: a cross sectional study

D. Manlapaz, Cristine Rose S. Versales, J.M.A Pazcoguin, -. Ching, Marcela Joyce P. Bartolome, Samantha Lavin O. Da Silva, Kertlouie Gabriel Z. Edquila, Lara Francheska A. Fulo, Yvonne Geisel Benezet J. Male, Joey Patricia Y. Peña, Ramon Miguel C. Pineda
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Abstract

Introduction: In virtual learning, self-efficacy expresses a learner's perception of how well they can do in the online academic setting. Although students’ academic successes can be measured by online learning self-efficacy, there is a scarcity of evidence targeted towards allied health students. The primary aim of this study was to determine the level of self-efficacy among allied health students in the University of Santo Tomas' Enriched Virtual Mode (EVM) of learning. The secondary aim was to compare the scores between Learning in an Online Environment, Time Management, and Use of Technology subscales, and the correlation of sex and program with the level of self-efficacy of allied health students. Methods: This cross-sectional analytic study utilized the Online Learning Self-Efficacy Scale (OLSE) to determine students' level of self-efficacy via a survey conducted to students who underwent the EVM of Learning from the allied health programs with skill-based practical examination. Descriptive statistics was used to characterize the study participants, describe the level of self-efficacy, and compare the subscales of OLSE. Inferential statistics was performed using Spearman’s rho to determine the correlation of sex and program with the level of self-efficacy. Results: A total of 117 respondents with mean age ±SD of 20.59 ± .11 years old, predominantly female (71%) were included in the study. The students from allied health programs had an online self-efficacy overall mean score of 3.83 (SD = .05; range 2.64 – 5.00). Females had a higher average OLSE score (M = 3.92, SD = .05). The Use of Technology subscales weighted the highest mean score (4.24). Correlation test showed significant correlation between OLSE scores to sex r (115) = .260, p = .005, where females tend to have higher OLSE scores than males, while no significant correlation was found between OLSE scores to the program r (115) = -.048, p = .604. Discussion: Students of allied health programs generally have a very good level of online self-efficacy. This study assists educators in developing proactive strategies and approaches to promote students' self-confidence across all domains and encourages them to adopt a dynamic remote learning-based approach. Educational institutions should use this opportunity to assess how well they implemented remote learning to ensure educational continuity, especially in times of crisis.
圣托马斯大学丰富的虚拟学习模式中以技能为基础的专职健康学生的自我效能水平:一项横断面研究
在虚拟学习中,自我效能感表达了学习者对自己在在线学习环境中表现如何的认知。尽管学生的学业成就可以通过在线学习自我效能来衡量,但针对专职健康学生的证据却很少。本研究的主要目的是确定在圣托马斯大学强化虚拟模式(EVM)学习的专职健康学生的自我效能感水平。第二个目的是比较在线学习、时间管理和技术使用量表的得分,以及性别和课程与专职健康学生自我效能水平的相关性。方法:本研究采用在线学习自我效能感量表(OLSE),通过对参加联合医疗项目学习EVM和技能实践考试的学生进行调查,确定学生的自我效能感水平。描述性统计用于描述研究参与者的特征,描述自我效能水平,并比较OLSE的分量表。使用Spearman 's rho进行推理统计,以确定性别和程序与自我效能水平的相关性。结果:共纳入117例调查对象,平均年龄±SD为20.59±0.11岁,以女性为主(71%)。联合健康项目学生的在线自我效能总体平均得分为3.83分(SD = 0.05;范围2.64 - 5.00)。女性的平均OLSE评分较高(M = 3.92, SD = 0.05)。技术使用分量表加权得分最高(4.24)。相关检验显示,OLSE得分与性别r (115) = .260, p = .005显著相关,其中女性的OLSE得分往往高于男性,而OLSE得分与项目r(115) = -无显著相关。048, p = .604。讨论:联合医疗项目的学生通常有很好的在线自我效能感。本研究帮助教育工作者制定积极主动的策略和方法来促进学生在各个领域的自信,并鼓励他们采用动态的远程学习方法。教育机构应该利用这个机会评估他们实施远程学习的情况,以确保教育的连续性,特别是在危机时期。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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