Factors Affecting Academic Performance in Anatomical Sciences at a South African University: Students’ Perspectives

IF 0.2 Q4 EDUCATION & EDUCATIONAL RESEARCH
G. V. van Zyl, J. Bezuidenhout, A. Adefuye
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引用次数: 1

Abstract

Abstract A major goal of higher education is to create an environment conducive to quality student learning. Medical practitioners should possess a sound knowledge of anatomy to enable them to diagnose patients accurately and treat them successfully. Studies have reported a decline in the knowledge of anatomy acquired by students, recent medical graduates and newly qualified medical trainees. Various interdependent factors—individual, organisational, environmental, and relating to academic programmes—have been reported to influence first-year students’ academic performance. The study reported on aimed to obtain the perspectives of first-year medical students at a South African university on the effect of individual, organisational, environmental and academic programme factors on their academic performance in anatomical sciences. The research was designed as a descriptive, exploratory study that used a self-administered questionnaire with both quantitative and qualitative components. The questionnaires were administered manually to 133 first-year medical students to obtain their perspectives on the effect of selected personal, institution/faculty, course/module and curriculum factors on their academic performance. Factors that had a positive effect on their academic performance were personal motivation, academic ability, intelligence, academic environment, the outcomes-based curriculum, and the organisation and layout of the module; while factors that had a negative effect were workload, load of independent study, difficulty of content, difficulty of language used in study material, and assessment. The study found that certain factors had both a positive and a negative effect on academic performance. The results can be used to address problematic areas of the module to improve academic performance.
影响南非一所大学解剖科学学业成绩的因素:学生的观点
高等教育的一个主要目标是创造一个有利于学生优质学习的环境。医生应该具备扎实的解剖学知识,使他们能够准确地诊断病人并成功地治疗他们。研究报告说,学生、最近的医学毕业生和新合格的医学培训生获得的解剖学知识有所下降。据报道,各种相互依存的因素——个人、组织、环境和与学术课程相关的因素——会影响一年级学生的学习成绩。所报告的这项研究旨在了解南非一所大学一年级医学生对个人、组织、环境和学术方案因素对其解剖科学学业成绩的影响的看法。本研究设计为描述性、探索性研究,采用定量和定性两种成分的自我管理问卷。通过对133名医学院一年级学生进行问卷调查,了解他们对个人因素、机构/教师因素、课程/模块因素和课程因素对学业成绩的影响。对学生学习成绩有积极影响的因素有:个人动机、学术能力、智力、学术环境、成果型课程、模块的组织和布局;而产生负面影响的因素是工作量、自主学习的负担、内容的难度、学习材料中使用的语言的难度和评估。研究发现,某些因素对学习成绩既有积极影响,也有消极影响。测试结果可用于解决模块中存在问题的地方,以提高学习成绩。
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来源期刊
Africa Education Review
Africa Education Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.40
自引率
0.00%
发文量
8
期刊介绍: Africa Education Review is a scholarly, peer-reviewed journal that seeks the submission of unpublished articles on current educational issues. It encourages debate on theory, policy and practice on a wide range of topics that represent a variety of disciplines, interdisciplinary, cross-disciplinary and transdisciplinary interests on international and global scale. The journal therefore welcomes contributions from associated disciplines including sociology, psychology and economics. Africa Education Review is interested in stimulating scholarly and intellectual debate on education in general, and higher education in particular on a global arena. What is of particular interest to the journal are manuscripts that seek to contribute to the challenges and issues facing primary and secondary in general, and higher education on the African continent and in the global contexts in particular. The journal welcomes contributions based on sound theoretical framework relating to policy issues and practice on the various aspects of higher education.
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