Evaluation of an instrument to measure undergraduate nursing student engagement in an introductory Human anatomy and physiology course

Brown, Stephen; Bowmar, Alex; White, Sue; Power, Nicola

doi:10.1016/j.colegn.2016.09.006

Cited by 15 publications

(12 citation statements)

References 31 publications

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“…The previous related studies have revealed the causes of why these misconceptions occur in the classroom and why the failure rates are high. Human Anatomy and Physiology contain complex and abstract concepts that are related to all systems working in the human body (Brown, Bowmar, White & Power, 2016;Johnston et al 2015). There are also numerous scientific terms taught in the courses, and the materials are compact.…”

Section: Discussionmentioning

confidence: 99%

Identification of biology students’ misconceptions in human anatomy and physiology course through three-tier diagnostic test

Andariana

Zubaidah

Mahanal

et al. 2020

Journal for the Education of Gifted Young Scientists

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University students' misconceptions have become an important issue to discuss as prior concepts brought by the students into the classroom can affect the acquisition of new information. The current study attempted to identify Biology students' misconceptions in Human Anatomy and Physiology courses through a three-tier diagnostic test. The participants of this study were 128 students from the Department of Biology Education who were currently enrolled in Human Anatomy and Physiology courses at the Institute of Teacher Training and Educational Sciences (STKIP) Pembangunan Indonesia in Makassar. A three-tier diagnostic test was used as the instrument to identify the number of participants who had developed misconceptions about the concepts introduced in the courses. The test contained 23 items of Certainty of Response Index (CRI) that, on average, achieved a validity score of 0.426 and a reliability score of 0.794. The research data were analyzed using descriptive statistics. The results of the test analysis showed that the majority (61.51%) of the students developed misconceptions in Human Anatomy and Physiology courses. In detail, there were several misconceptions in 57.81% skeletal system, 52.34% muscular system, 55.47% integumentary system, 51.04% nervous system, 54.69% endocrine system, 66.02% hemolymphatic system, 62.89% cardiovascular system, 68.75% respiratory system, 70.31% digestive system, 70.70% urinary system, and 71.88% reproductive system. Misconceptions were mostly developed on reproductive system sub-materials and less likely found in nervous system sub-materials. Given this information, it can be concluded that the misconceptions of Biology students from the Institute of Teacher Training and Educational Sciences (STKIP) Pembangunan Indonesia in Human Anatomy and Physiology courses are categorized as high. Therefore, there should be an effort to deal with this issue.

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Section: Discussionmentioning

confidence: 99%

Identification of biology students’ misconceptions in human anatomy and physiology course through three-tier diagnostic test

Andariana

Zubaidah

Mahanal

et al. 2020

Journal for the Education of Gifted Young Scientists

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“…This study utilised the student course engagement questionnaire (SCEQ) instrument, which has previously been used for assessing student engagement in undergraduate classes (Brown et al, 2017b). This instrument was first proposed by Handelsman et al (2005), and has been used by numerous researchers since its inception (Brown et al, 2017a;Brown et al, 2017b;Miller et al, 2011;Nasir et al, 2020;Taylor et al, 2011). The SCEQ comprises of 23 statements (items), such as "raising my hand in class", "participating actively in small group discussions" and "being organized" (Table 1).…”

Section: Methodsmentioning

confidence: 99%

“…This allows a teacher to quantify engagement of their students, reflect on empirical evidence, and monitor the effectiveness of interventions aimed at improving student engagement. For example, the component "skills engagement", which has previously been identified as an important predictor of student success in the first year of tertiary study (Brown et al, 2017a), clearly identifies actionable data that could be used by course lecturing staff to improve student course engagement by embedding study skills within course delivery. We also show that emotional engagement can also be quantified by the SCEQ instrument and suggest that this type of engagement could be increased with more regular contact with peers and regular, meaningful contact with teaching staff.…”

Section: Figure 3 Performance Engagement Scores For Students From Eac...mentioning

confidence: 99%

Student Engagement Amongst Regional Australian Undergraduate Students

Naiker

Wakeling

Cook

et al. 2022

JoSoTL

Self Cite

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Student learning approaches and level of engagement with the learning resources presented can have a significant impact on their overall understanding of the topic contents and their success in assessment items. This study used the student course engagement questionnaire (SCEQ) to assess the level of engagement of first-year undergraduate students at a regional Australian university who were studying three different introductory units: chemistry, biology and nursing. No significant differences in engagement were found between the units that students were studying, and gender also had minimal impact on engagement levels. One of the most notable factors influencing engagement was student age, with students under 20 years of age scoring significantly less than mature age students across nearly all measures of engagement. Tertiary educators could use several complementary approaches to improve engagement in this group of students, including the use of interactive multimedia and social media to connect with students, making the unit content relatable and relevant to students’ lives, providing authentic assessment items, and pursuing interactive approaches to lectures and tutorials.

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“…The time and energy students devote to educationally sound activities inside or outside the classroom is one accurate measure of engagement [15]. Engagement is a construct with both behavioral and affective components [16], and it has been tied to outcomes that are desired in educational contexts, such as increased learning, persistence in college, and graduation [17]. Two approaches to measuring the engagement of students are popular in the literature.…”

Section: Self-regulated Learning and Engagementmentioning

confidence: 99%

“…The first uses observational studies and the second uses instruments or surveys that attempt to measure student engagement. There are a few examples of instruments that have undergone development and validation for higher educational contexts including one that measures the engagement of students in systems thinking [18] and one that focused on academic course engagement [16].…”

Section: Self-regulated Learning and Engagementmentioning

confidence: 99%

Validation of an Instrument to Measure Student Engagement with a Standards-Based Grading System

Diefes‐Dux¹,

Castro²

2019 ASEE Annual Conference &Amp; Exposition Proceedings

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Lincoln. She received her B.S. and M.S. in Food Science from Cornell University and her Ph.D. in Food Process Engineering from the Department of Agricultural and Biological Engineering at Purdue University. She was an inaugural faculty member of the School of Engineering Education at Purdue University. Her research focuses on the development, implementation, and assessment of modeling and design activities with authentic engineering contexts. She also focuses on the implementation of learning objective-based grading and teaching assistant training.

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Evaluation of an instrument to measure undergraduate nursing student engagement in an introductory Human anatomy and physiology course

Cited by 15 publications

References 31 publications

Identification of biology students’ misconceptions in human anatomy and physiology course through three-tier diagnostic test

Identification of biology students’ misconceptions in human anatomy and physiology course through three-tier diagnostic test

Student Engagement Amongst Regional Australian Undergraduate Students

Validation of an Instrument to Measure Student Engagement with a Standards-Based Grading System

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