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Pedagogy of Success: Perception in undergraduate and postgraduate students at a Peruvian university.

ABSTRACT:

Background

The study's objective was to compare whether there are differences in the perception of undergraduate and postgraduate students about the pedagogy of success. Methods: This is non-experimental research with a comparative descriptive design, and a hypothetical deductive method was used. The perception of success pedagogy questionnaire was applied as a data collection technique with a sample of 50 university students with 23 items based on three dimensions: opportunity to learn (nine items), feedback (eight items), and consideration of the person (six items), with the following qualitative value scale, always = high, sometimes = middle, and never = low; the scale of quantitative value was from two to zero. To find the instrument's validity, it was subjected to expert judgment, calculating the content validity ratio for each item and considering the criteria of clarity and relevance. The instrument's reliability was determined using Cronbach's alpha, which found a high consistency between the items. For the questionnaire application, Google Forms was used to obtain fast, timely, and reliable answers. The data were processed through the SPSS V. 25. Results: The pedagogical support of the postgraduate teacher is more effective than that of the undergraduate. The undergraduate teacher stands out for listening and being more empathic. Didactics is crucial for students to develop their cognitive and human potential. Academic success is related to the teacher's pedagogical skills and the student's motivation. In addition, teachers and students can develop cognitive skills through effective communication and socialization. Finally, the affective dimension allows students to achieve personal and professional goals. Conclusions: There are significant differences in the perception of the pedagogy of success among undergraduate and postgraduate university students; therefore, the application of this methodology is more promoted towards postgraduate students than to their undergraduate peers.

SUBMITTER: Valverde-Zavaleta SA

PROVIDER: S-EPMC8729024 | biostudies-literature |

REPOSITORIES: biostudies-literature

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Project description:Coronavirus disease 2019 pandemic impacted across the globe disrupting all sectors including the higher education universities. Nursing institutions faced various challenges due to the pandemic restrictions, of which the abrupt shift of implementing the curriculum to online mode posed a major challenge to both the teachers and the students. To assess nursing students' perception of pandemic pedagogy and the challenges faced in online teaching-learning, this cross-sectional survey was conducted among 982 undergraduate nursing students from three Deemed to be University nursing institutions of Southern India. Institutional Ethics Committee approval (IEC 444/2020), permission from the heads of the institutions and study participant's consent was obtained. Data was collected using an online survey questionnaire which had three domains, including student-related (19 items), teacher-related(5 items), and physical learning environment-related factors (11 items). The reliability was established using Cronbach's Alpha (0.86). Explored the favouring, hindering factors and challenges faced during the emergency remote teaching with open-ended items. The overall mean score of perceptions on pandemic pedagogy was 89.03±10.03. Sixty-three percent of students had a total perception score above 87 which indicates that they preferred online learning during the pandemic whereas 45% preferred classroom learning. There was a significant difference in the total perception scores and the years of study( F (3, 978) = 4.96, p = 0.002). The factors favouring online learning were, an opportunity to view the recorded classes even after the live classes' (n=165), and 'more time to spend for learning activities' (n=152). Factors that hindered the learning or the challenges faced were poor network connectivity (n=451), and lack of opportunity for group study (n=326). Students favoured online learning during the pandemic; however, there were several challenges. The educational institutions need to prepare themselves to overcome this and focus on a blended learning curriculum.

Project description:IntroductionAwareness about dental implants is increasing among dental patients, which demands a higher level of competence for dental students. So, the objective of this study was to assess the knowledge and perception of undergraduate dental students about dental implants.Materials and methodsThis cross-sectional questionnaire-based survey was conducted after taking ethical clearance and approval from the Institutional Review Committee of B.P. Koirala Institute of Health Sciences and informed consent from each dental college of Nepal. The sample included all those students who were present at the time of survey. Data collection were carried out during the academic schedules of the colleges, supervised, and monitored by the investigators themselves. Collected data were coded, entered in Microsoft excel 2013 and descriptive analysis was carried out.ResultsA majority of the total (54.6%) and 59.2% of 5th year respondents perceived to be moderately well-informed about dental implants. The main advantage of dental implants was thought to be longevity by 53.1% of total and 48.4% of 5th year students; only 27.6% of the total and 42.2% of 5th year students said the main advantage of dental implants is they are more conservative than other tooth-replacement modalities. Highest percentage of the total respondents (31.9%) said most important factor for implant success to be implant type and material, whereas 59.8% of 5th year students said case selection. Those who felt dental implants require additional oral hygiene maintenance and care by the patient and dentist were 58.4% of total and 75.1% of 5th year students. Over two-thirds (67.5%) of total thought that economic feasibility will limit use of dental implants in Nepal. The difficulty encountered to place implants was perceived to be average by 56.8% of total and 58.1% of 5th year. There were differences in the perception and knowledge at different academic levels, but not as expected.ConclusionsIt could not be concluded that knowledge about dental implants increased with increase in academic level. Even at the late-clinical year a majority of students gave unsatisfactory responses.

Project description:BackgroundGlobally, the rate of unplanned pregnancies among students at institutions of higher education, continue to increase annually despite the universal awareness and availability of contraceptives to the general population. This study examined family planning among undergraduate university students focusing on their knowledge, use and attitudes towards contraception in the University of Education Winneba.MethodsThe study was a descriptive cross-sectional survey using a structured self-administered questionnaire. One hundred undergraduate students from the University of Education Winneba were selected using a multistage simple random sampling technique. A Likert scale was used to assess the attitude of the respondents towards family planning methods.ResultsFindings show that the respondents had a positive attitude towards family planning with an average mean score of about 4.0 using a contraceptive attitude Likert scale. Knowledge of contraception, awareness and benefits however do not commensurate contraceptive use among undergraduate students since availability, accessibility and preference influence usage. Emergency Contraception (Lydia) was reported as easy to get contraceptive, hence the most frequently used contraceptive (31%) among young female students aged 21-24 years who appeared as the most vulnerable in accessing and using contraceptives due to perceived social stigma.ConclusionThe observation that levels of Family Planning awareness levels do not commensurate knowledge and usage levels calls for more innovative strategies for contraceptive promotion, and Education on the various university campus. The study recommends that public Universities in Ghana should consider a possible curriculum restructuring to incorporate family planning updates. In this regard, a nationwide mixed method study targeting other tertiary institutions including colleges of education in Ghana is required to explore the topic further to inform policy and programme decisions.

Project description:Purpose:Harmful alcohol use among University students is a problem throughout the world. However, little is known about alcohol use disorders among JFD university students in Ethiopia. Therefore, this study aimed to assess the prevalence and associated factors of alcohol use disorder (AUD) among Jimma University undergraduate students. Methods:Institution-based cross-sectional study was conducted among Jimma university students. Data were collected from 741 sampled students who were selected through a multi-stage stratified sampling technique. Alcohol Use Disorder Identification Test (AUDIT), Oslo 3 items social support scale (OSS-3), and Kessler-6 (K6) tools were used to assess alcohol use disorders, social support, and psychological distress, respectively. Data were analyzed through SPSS version 20.0. Bivariate and multivariate logistic regression analyses were conducted and adjusted odds ratio (AOR) at a 95% confidence interval (CI) was used to determine the independently associated factors of AUD. Results:The overall prevalence of AUD among Jimma University undergraduate students was 26.5%. There was a positive and independent association between AUDs and being single AOR= 1.98, 95% CI [1.21, 3.22], having a history of mental illness AOR= 1.98, 95% CI [1.04, 3.75], having a history of suicidal attempt AOR= 3.63, 95% CI [1.18, 11.11], smoking cigarette AOR= 5.04, 95% CI [2.02, 12.57], having peer pressure to drink alcohol AOR= 2.72, 95% CI [1.76, 4.19] and presence of mental distress AOR= 2.81, 95% CI [1.83, 4.32]. Conclusion:The findings of this study showed that the prevalence of AUD was high in the sampled undergraduate students of Jimma University. AUD was positively associated with mental, substance, and behavioral risk factors. Therefore, concerted actions needed to emplace to increase the student's awareness of the effect of harmful alcohol use. Moreover, it is recommended that further studies need to be conducted to develop strategies for evidence-based interventions.

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Pedagogy of Success: Perception in undergraduate and postgraduate students at a Peruvian university.

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