IADR Abstract Archives
Academic Behavior in Compressed Curricular Schedule of First-Year Dental Proper Students Enrolled in General Anatomy 1 and Their Academic Performance
Objectives: To know the relationship between academic behavior and academic performance in compressed curricular schedule of the first year dentistry proper students enrolled in General Anatomy 1.
Methods: The consensus sampling technique was utilized in selecting respondents. The whole population of first year dental proper students is the respondents of the study. A total of 37 students responded in the study.
A researcher-developed questionnaire consisting of 70 items, 10 questions per variable related to: (a) Time Management, (b) Focusing behavior, (c) Participating behavior, (d) Sitting Behavior, (e) Note-taking behavior, (f) Test-taking Preparation, (g) Student Information Processing was utilized.
Data retrieval, tabulation, analysis and interpretation were done. The researchers tallied the answers and results. Tables were prepared by the researcher for data management and presentation purposes.
Results:
As of focusing behavior, it has the computed Pearson value of 0.607 and tabular value of 0.334 which was found significant.
As of participating behavior, it has the computed Pearson value of 0.447 and tabular value of 0.334 which was found significant.
As of sitting behavior, it has the computed Pearson value of 0.275 and tabular value of 0.334 which was found non-significant.
As of note taking skills, it has the computed Pearson value of 0.227 and tabular value of 0.334 which was found non-significant.
As of test taking preparation, it has the computed Pearson value of 0.342 and tabular value of 0.334 which was found significant.
As of student information processing behavior, it has the computed Pearson value of 0.401 and tabular value of 0.334 which was found significant.
Conclusions: The students’ academic behavior greatly impacts their academic performance. With the study’s result, the learning curve of the students should be considered in conducting compressed courses. Though some studies may have shown potential improvement in the academic performance of the students in compressed courses, there are factors that need to be considered such as: limited time between classes, students have less time to digest the lessons, and lesser time to prepare for course meetings. These factors increases stress on the part of the students.
Methods: The consensus sampling technique was utilized in selecting respondents. The whole population of first year dental proper students is the respondents of the study. A total of 37 students responded in the study.
A researcher-developed questionnaire consisting of 70 items, 10 questions per variable related to: (a) Time Management, (b) Focusing behavior, (c) Participating behavior, (d) Sitting Behavior, (e) Note-taking behavior, (f) Test-taking Preparation, (g) Student Information Processing was utilized.
Data retrieval, tabulation, analysis and interpretation were done. The researchers tallied the answers and results. Tables were prepared by the researcher for data management and presentation purposes.
Results:
As of focusing behavior, it has the computed Pearson value of 0.607 and tabular value of 0.334 which was found significant.
As of participating behavior, it has the computed Pearson value of 0.447 and tabular value of 0.334 which was found significant.
As of sitting behavior, it has the computed Pearson value of 0.275 and tabular value of 0.334 which was found non-significant.
As of note taking skills, it has the computed Pearson value of 0.227 and tabular value of 0.334 which was found non-significant.
As of test taking preparation, it has the computed Pearson value of 0.342 and tabular value of 0.334 which was found significant.
As of student information processing behavior, it has the computed Pearson value of 0.401 and tabular value of 0.334 which was found significant.
Conclusions: The students’ academic behavior greatly impacts their academic performance. With the study’s result, the learning curve of the students should be considered in conducting compressed courses. Though some studies may have shown potential improvement in the academic performance of the students in compressed courses, there are factors that need to be considered such as: limited time between classes, students have less time to digest the lessons, and lesser time to prepare for course meetings. These factors increases stress on the part of the students.