Predicting Academic Performance of Dental Students Using Perception of Educational Environment

Abstract

Greater emphasis on student-centered education means that students' perception of their educational environment is important. The ultimate proof of this importance is its effect on academic performance. The aim of this study was to assess the predictability of dental students' grades as indicator of academic performance through their perceptions of the educational environment. The Dundee Ready Educational Environment Measure (DREEM) questionnaire was used to assess dental students' perceptions of their educational environment at the University of Dammam, Saudi Arabia, in academic year 2012-13. Aggregate grades in courses were collected at the end of the semester and related to levels of perception of the ive DREEM domains using regression analysis. The response rate was 87.1% among all students in Years 2-6. As the number of students perceiving excellence in learning increased, the number of students with A grades increased. Perception of an environment with problems in the atmosphere and social life increased the number of students with D and F grades. There was no relation between any of the DREEM domains and past academic performance as measured by GPA. This study concludes that these students' academic performance was affected by various aspects of perceiving the educational environment. Improved perception of learning increased the number of high achievers, whereas increased perception of problems in atmosphere and social life increased the number of low achievers and failing students.

The academic environment and approach to learning effects on academic performance among Sudanese medical students

“…In the present study, no significant statistical difference was observed between students with the Excellent (A) score and those with the average rating (C) regarding the DREEM score in similarity to (Al-Ansari et al 2015) who reported no association between GPA and the DREEM score at baseline. One explanation of the result is that the perception of the environment may ultimately differ at the time of the survey and the time of the examination whose GPA was reported by the students.…”

Perception of Dental students regarding Periodontology education environment after curricular changes

“…Results allowed a thorough interpretation of strengths and weaknesses related to learning environment; however, more negative than positive changes were reported between what was expected and what they actually experienced (KANG et al, 2015). Other longitudinal study showed that students of the second year had a better perception of the teaching environment than students of the sixth year for D1 (students' perception of learning), D2 (students' perception of teaching) and D5 (students' social self-perception) (AL-ANSARI; EL TANTAWI, 2015). Similarly, in the study by Kang et al (2015), total DREEM score between second, third and Rev.…”

“…Several studies (AHMAD et al, 2015;AL-ANSARI, EL TANTAWI, 2015;CHANDRAN;RANJAN, 2015;STURM;SARTORATO, 2005;FARAJPOUR et al, 2017;KANG et al, 2015;MYINT et al, 2016) applied DREEM questionnaire to evaluate teaching environment in different universities, mostly Dentistry or Medicine undergraduate courses. This evaluation allowed the generation of a profile and highlighted the strengths and weaknesses regarding the educational environment.…”

“…Also, there was an improvement of their understanding, academic performance and even their vision about teachers, which became more enlightening in respect to the integrated knowledge. Despite the focal changes on the curriculum, throughout the undergraduate years (AHMAD et al, 2015;AL-ANSARI;EL TANTAWI, 2015;DOSHI et al, 2014;EDGREN et al, 2010;KANG et al, 2015), no other study compared former curriculum with a new one after a whole restructuring. Kang et al (2015) evaluated the change in the students' perception of teaching environment, over the years, on Dentristry undergraduate.…”

“…DREEM can be divided in five dimensions: 1) students' perception of learning, 2) students' perception of teachers, 3) students' academic selfperceptions, 4) students' perceptions of atmosphere, 5) students' social self-perception. This questionnaire has been translated and used in several studies around the world STURM;SARTORATO, 2005;AHMAD et al, 2015;AL-ANSARI;EL TANTAWI, 2015;CHANDRAN;RANJAN, 2015;KANG et al, 2015;MYINT et al, 2016;FARAJPOUR et al, 2017), allowing the generation of a university profile, and signalizing strengths and weaknesses of the educational environment.…”