Ascertaining and promoting effective study skills and learning habits of first-year pharmacy students

D'Souza, Bernadette; Broeseker, Amy E.

doi:10.1016/j.cptl.2022.04.011

Cited by 3 publications

(1 citation statement)

References 46 publications

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“…This is supported by a prior study completed during the COVID-19 switch to remote learning, which found that students did not feel prepared for practicals solely based on the online curriculum, despite feeling that the courses were proficient at teaching material without losing content [ 30 ]. A recent study has highlighted the fact that first-professional year students may observe a decline in their habits to spend time on assigned reading and study the course material daily [ 31 ] which, in the context of the pandemic, may have exacerbated their negative perceptions as assessed in the present survey. Based on these observations, first-professional year students may benefit from additional course structure and communication in remote classes in light of their lacking previous college course experience, engagement in classes, and preparation for coursework.…”

Section: Discussionmentioning

confidence: 99%

Pharmacy Students’ Perceptions of Remote versus Face-to-Face Learning Experience

et al. 2023

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During the COVID-19 pandemic, there was a large shift from face-to-face (FTF) to remote learning. Evaluating students’ perceptions of remote learning provides educators with opportunity to inform their instructional methods. This study sought to evaluate pharmacy students’ self-perceived (1) confidence, (2) preparedness, (3) satisfaction, and (4) motivation following remote vs. FTF classes. An electronic survey was distributed to six pharmacy student cohorts enrolled in the University of Findlay College of Pharmacy during April 2021 to measure the objectives. The Kruskal–Wallis, Mann–Whitney U, and Spearman’s rank correlation tests were used to analyze the data (alpha = 0.05). A total of 151 students completed the survey. While the responses differed among the cohorts, first-professional year students reported lower motivation to study (p = 0.008), engage (p = 0.008), satisfaction with content presentation (p = 0.05), preparedness for exams (p < 0.001), and confidence to communicate (p = 0.008) and succeed in a career (p < 0.001) when studying remotely vs. taking FTF classes compared to fourth-professional year students. Positive correlations were observed between students who felt motivated to engage and study (ρ = 0.501, p < 0.001), motivated to study and exam preparedness (ρ = 0.511, p < 0.001), satisfied with course material presentation and professor accessibility (ρ = 0.688, p < 0.001), and exam preparedness (ρ = 0.521, p < 0.001), and felt prepared for exams and able to succeed in a pharmacy career (ρ = 0.573, p < 0.001). Taking the above results into consideration, pharmacy educators may designate more time and instructional support to first-professional year students in an effort to improve students’ perceptions of motivation, satisfaction, confidence, and preparedness.

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Section: Discussionmentioning

confidence: 99%

Pharmacy Students’ Perceptions of Remote versus Face-to-Face Learning Experience

et al. 2023

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The Correlation of Motivation and Habit with Learning Outcomes in New Normal Era

Muhammad Indra,

Sudji Munadi,

Tika Widari

2023

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This article explores the relationship between learning motivation, learning habit, and the learning outcomes of grade 11th class vocational school students in the practice of lathe machining in the new normal era. This study uses a quantitative approach with research subjects in vocational schools in the field of mechanical engineering expertise. Data collection using questionnaires, tests, and documentation. Pearson Product Moment correlation analysis technique, t-test, and F test, using SPSS software. The results of this study are divided into two, namely: single regression and multiple regression will be explained as follows. 1) Single regression includes: a) learning motivation variable with learning outcomes (R) value of 0.465, value (r2) of 0.217 meaning that there is a relationship with the medium category of learning motivation with learning outcomes, (b) learning habit with learning outcomes (R) value of 0.484, the value (r2) is 0.235, meaning that there is a relationship with the medium category between learning motivation and learning outcomes. 2) Multiple regression between the variables of learning motivation and learning habit simultaneously provides a positive and significant relationship with learning outcomes. This is indicated by the value (R) of 0.550, and the value (r2) is 0.302 which means that there is a relationship with a moderate category between learning motivation and learning habit on the learning outcomes of vocational school students in the practice of lathe machining grade 11th class in the new normal era. The limitations and implications of the research will be discussed in more detail in the discussion. Keywords: Learning Motivation, Learning Habit, Learning Outcomes

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Hábitos de estudio basados en recursos audiovisuales como mediadores del rendimiento académico en estudiantes universitarios

Remaycuna-Vasquez,

Carrión-Barco,

Atoche-Silva

et al. 2024

revVISUAL

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In recent years, various studies have been developed regarding academic performance related to self-esteem, cognitive commitment, motivation, among others. However, there is still a limitation in works that analyze to what extent study habits function as mediating factors of academic performance in students. This work aimed to determine to what extent study habits explain academic performance in university students in northern Peru.

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Ascertaining and promoting effective study skills and learning habits of first-year pharmacy students

Cited by 3 publications

References 46 publications

Pharmacy Students’ Perceptions of Remote versus Face-to-Face Learning Experience

Pharmacy Students’ Perceptions of Remote versus Face-to-Face Learning Experience

The Correlation of Motivation and Habit with Learning Outcomes in New Normal Era

Hábitos de estudio basados en recursos audiovisuales como mediadores del rendimiento académico en estudiantes universitarios

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