Masters Degrees (Office of the Dean: Health Sciences)
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Browsing Masters Degrees (Office of the Dean: Health Sciences) by Subject "Academic achievement"
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Item Open Access Assessment of current student selection criteria as performance predictors for academic success in entry level radiography education at the Central University of Technology(University of the Free State, 2014-06) Kridiotis, Carol-Anne; Bezuidenhout, J.The numbers of students enrolled in the Radiography programme at the Central University of Technology (CUT) are increasing each year, and selectors are therefore faced with critical admission decisions when selecting prospective students for a programme with limited spaces. This research study was undertaken to assess current student selection criteria in Radiography education, by retrospectively analysing the degree to which these criteria predicted actual academic performance over a three-year period amongst entry-level students enrolled in a three-year National Diploma in Radiography. The rationale behind the interest in student selection in Radiography education was the fact that the South African Qualification Authority (SAQA) has approved and registered a professional Bachelor’s degree in Radiography (480 credits), with a new curriculum and altered exit-level outcomes, including research skills. The transition from a diploma-level to a degree-level qualification in Radiography in South Africa indicated that a review and an assessment of current diploma-level student selection criteria could provide a benchmark for selecting students for degree-level education. An extensive literature study and document analysis provided background information and perspectives related to student admission criteria and selection tests in the health sciences, both nationally and internationally. The research design and methodology included a retrospective quantitative study and document analysis. In the research process, data were collected for each student, including biographical data, prior tertiary education, matriculation or National Senior Certificate (NSC) subject marks and a total Admission Points Score (APS) as calculated from each matriculation certificate. The CUT selection test results for each student were also documented, and included a General Scholastic Aptitude Test (GSAT) score, an English Proficiency Test score and a Self-Directed Search Questionnaire score. By using the above selection scores, a total CUT Rating Score was calculated, and a statistical correlation procedure compared all of the above variables with the marks of all entry-level Radiography modules, for each first-year student in the study group. A further correlation procedure compared selection criteria with whether the student had achieved the first year exit-level outcomes, or whether they had not achieved these exit-level outcomes. The main findings of the statistical analysis indicated that certain selection criteria are valid and can be used as academic performance predictors. This retrospective research study presents data which shows success rates for entry-level Radiography students in diploma-level Radiography education at the CUT over a three-year period were at a level of 71.53%. Recommendations for the future degree-level student selection process were made, which included increasing NSC achievement level admission requirements, using the current tests of merit and implementing methods to help students make valid and informed decisions about their career choice. The goal of optimising the student selection process would evolve over a number of years, and degree-level Radiography education has already been implemented at certain institutions since January 2014. The aim of this study was fulfilled by assessing current selection criteria as performance predictors for academic success.Item Open Access Factors that influence the academic performance of medical students with prior tertiary education(University of the Free State, 2016-05-06) Berghout, Esther; Nel, P. P. C.An in-depth study was carried out with a view to provide the School of Medicine, University of the Free State, with more insight into the academic performance of senior students (i.e. students with prior tertiary education) and factors influencing the performance in their medical studies. Many studies have been done to investigate the influence of factors on academic performance with a view to enhance understanding of academic performance, to predict academic performance and to select the students who are best equipped to study medicine. Many factors have been identified and measured in the past years, but no study has focussed on the factors that influence the academic performance of senior students specifically. In this study, the specific characteristics of senior students were identified and analysed for having influence on academic performance. The research methods comprised a literature review, a retrospective-cohort study (quantitative data) and semi-structured interviews (qualitative data). The literature review provided the study with a theoretical framework. Recent and relevant studies were used to gather information about characteristics of senior students, factors that have an influence on academic performance and student selection. Quantitative data were gathered from the database of the University of the Free State to measure and compare the academic performance of senior students with the rest of the class. The quantitative data underwent statistical analyses to identify factors that influence the academic performance of senior students. Semi-structured interviews were conducted with the intent to include personal experiences, opinions and ideas of the senior students on their academic performance and the influence of their previous studies and other factors. The quantitative and qualitative results were combined when the results were interpreted and discussed. Different factors that were found to have an influence in previous studies were confirmed, new factors were found and a few results differed from what was found in the literature. Different characteristics of senior students were identified in the semi-structured interviews; factors such as intrinsic motivation, maturity and more awareness of learning style have a positive influence on academic performance. Social division from the rest of the class, financial strain and family commitments, however, have a negative influence on academic performance. The type of previous tertiary education had a limited influence on academic performance. The number of previous courses and the number of years studied were found to have an influence (two or more courses and more than five years have positive influence). Many students were of the opinion that their previous tertiary education helped them in the transition to medical school. The quantitative data analysis concluded that students with a Health Profession background perform significantly better than the other senior students in first and second year. Non-Science students start their medical studies significantly better than biomedical science students in the first year, but their performance drops far below the class average over time. A Biomedical Science background has a lower pass rate in the first year compared to students who study Biomedical science for only one year. Demographic factors that were found to have a positive influence in every year were female gender and studying in the mother language. Older age showed to have a negative influence on academic performance in fourth and fifth year. The findings of this study made a valuable contribution to the knowledge base of health professions education. The study ends with a list of recommendations with regard to student selection and student support and development as well as further research. The sound research approach and methodology ensured quality, reliability and validity.Item Open Access The impact of an interactive education strategy in radiography education(University of the Free State, 2003-11) Brussow, S. M.; Nel, M. M.; Joubert, G.English: Increased access to higher education to address equity is a major objective of The National Plan for Higher Education (NPHE) in South Africa. This increased access necessitated more flexible entry requirements to admit previously disadvantaged learners. These learners are, however, inadequately prepared for higher education. Higher education institutions should take this into account in teaching and learning. The rationale for this study was to address the access-success imbalance in higher education mentioned by South Africa's Minister of Education. This research study was thus undertaken to evaluate the impact of an interactive educational strategy in radiography education.The research took the form of an exploratory, descriptive and quantitative experimental study comprising of a literature review and an experimental investigation. The literature review covered mainly two aspects: The first aspect consisted of factors associated with academic achievement, namely cognitive ability, self-regulation, self-efficacy, motivation, approaches to learning, effective study skills, and learning styles. In the second place, educational strategies were reviewed in the literature, while interactive education was seen as an opportunity to foster the factors associated with effective learning. Effective learning entails encouraging self-regulation, nurturing self-efficacy, raising motivation, promoting a deep approach to learning, teaching and assessing study skills, and accommodating differences in learning styles when teaching. Since the key to effective learning is rooted in the engagement of learners in active and collaborative learning experiences, this productive interaction between learners and facilitators - which enhances educational events and promotes learning - was therefore explored. The overall goal of the study was to make a contribution towards optimising the effectiveness of education and training in the radiography programme in the School of Health Technology at the Technikon Free State. The aim was to explore the impact of an interactive education strategy in radiography education on 30 second-year learners enrolled for the modules Radiographic Practice and Clinical Radiographic Practice II (RAD 20 at and KLD 20 at) in 2002, gauged by summative assessment and learner perception. The empirical study involved a Learning Preference Inventory (LPI) which provided details on learners' learning preferences. The outcome of the LPI directed the design of the Structured Interactive Sessions (SIS), the intervention in which an attempt was made to address the learners' learning preferences. The learners were divided into three study groups, namely a formal lecture group, a self-activities group, and a self-study group. A pre-post test model was used to quantitatively evaluate the improvement in academic performance after the SIS intervention and subsequently a questionnaire survey was carried out to assess learners' perception(s) of the effectiveness of the interactive and self-directed approach to education in radiography. The results of the three measures, i.e. the LPI, the questionnaire, and the pre-post test model used in the study, shared a prevalent important component, namely the significant role of the facilitator. The LPI results demonstrated dominance in prevalence for a teacher-structured learning environment. The aforementioned fact is confirmed by the distribution of test scores in the pre-test indicating that the groups with no facilitator guidance had lower test marks than the group who received formal lectures. The learners' perception and experiences verified a preference for facilitator-guided activities in class. The researcher realises the limitations of the study, namely that the study is restricted to performance after a single intervention in a controlled test situation, while learners from one programme were used and the contribution of only interactive education on learning, rather than combinations of factors, was quantitatively explored. It is therefore recommended that both quantitative and qualitative approaches, as well as a larger and more diverse study group, would provide a more widely applicable measurement for academic improvement after an interactive intervention. The findings of the present study suggest a possible link between interactive educational strategies and academic achievement. The findings also support the literature on academic performance in which motivation through interaction between the facilitator and the learners plays an important role.Item Open Access An investigation into the characteristics of the anatomy and embryology module (MEF 153) that affect first-year medical students' academic performance at the University of the Free State: a students' perspective(University of the Free State, 2014-01) Van Zyl, Gerhard Johannes; Bezuidenhout, J.English: The first two years of higher education is critical in creating a foundation for future academic success as this is the time with the highest gain in knowledge, namely the development of critical thinking and cognitive development (Reason, Terenzini & Domingo 2006:150). Experiences during this stage will influence future academic performance. In South Africa, as many as 33% of enrolled students do not proceed beyond the first year of study (CHE 2013:44). Factors that influence academic performance of first-year students include individual, organisational, environmental and academic programme factors. These factors are often interconnected (James 2007:2; Krumrei-Mancuso, Newton, Kim & Wilcocs 2013:248-253; Reason et al. 2006:149,167; Yates 2012:46-49). The extent to which a specific factor will influence an individual student is affected by the individual’s perspective and experience of such a factor. The strengths and weaknesses of a curriculum - as perceived by students - will affect academic performance, among other factors (Henzi, Davis, Jasinevicius & Hendricson 2007:642-645). Against this background, the problem that was addressed was the poor academic performance of students in module MEF153 (Structure and development of the body) in the first year of the Programme for Professional Medicine (MBChB), in the School of Medicine, Faculty of Health Sciences, University of the Free State. The question that had arisen was: “Which factors, within the curriculum of the first-year undergraduate medical programme module MEF153, influence the academic performance of students in this module?” An investigation was done by the researcher to identify factors contributing to the poor academic performance of students in the module MEF153. Therefore the aim of the study that was pursued was to investigate students’ perspectives regarding the importance of the various factors affecting their academic performance in their first year of study in the module MEF153. Research was conducted with the goal of making recommendations for changes to the curriculum of module MEF153. This was deemed necessary to improve the academic performance of first-year medical students in the module, without the lowering of academic standards. To answer the research question and in order to achieve the aim, the objectives pursued included conceptualising and contextualizing factors affecting students’ academic performance through conducting a literature survey. The presence and relevance of these factors within module MEF153 were determined through the analysis of module MEF153. Emphasis was placed on the curriculum, module structure and layout, educational strategies and methods, study content, assessment methods and finally, the time available for this module. A questionnaire was composed from these factors. The students’ perception of the importance of factors affecting academic performance in module MEF153 was then evaluated by means of the questionnaire and statistical analysis of data. The research approach used was a descriptive survey with quantitative and qualitative methodologies. All students registered for the module MEF153, and present on the day of data collection were included. The prevalence and perceived importance of factors affecting academic performance was determined by means of voluntary participation in an anonymous and confidential self-administered questionnaire completed by numerous research participants. The questionnaire contained questions with reference to demographic- and personal information, curriculum and programme characteristics and educational information such as teaching and learning methods used in this module. Quantitative data on the perceived importance and effect of factors on academic performance were recorded with the aid of questions and a Likert scale. Qualitative data were gathered through open-ended questions in the questionnaire. The results of the quantitative data were reported as frequencies and percentages or medians for each factor evaluated and discussed. The major findings from this study were that all factors, except “personal interracial relations”, investigated for their possible effect on academic performance, are perceived to have an effect of median = 5 or more on academic performance on a scale from 0 to 10 where 10 = most important. Except for nine factors, the majority of participants reported a positive effect on academic performance for factors investigated. The factors that reported a majority negative effect on academic performance included financial cost of studies; workload of the undergraduate medical programme; workload of module MEF153; load of independent study in module MEF153; difficulty of content in module MEF153; difficulty of language in resources used in module MEF153; number of assessment opportunities in module MEF153; volume of content assessed per assessment opportunity; and stress associated with assessment in module MEF153. The qualitative data presented and discussed here were classified in themes and categories for each question. It provided further insight and understanding of the quantitative results. These results show that the undergraduate medical programme and module MEF153 manage most factors in such a way that it contributes positively to academic performance for the majority of participants in this study. It also identifies areas that negatively influence the academic performance of the majority of participants. Furthermore, it emphasises the diverse effect of each factor on academic performance among participants. This knowledge can be used to address problematic areas of the curriculum to improve academic performance. It can also be used to improve academic development and support activities to address shortcoming in skills among students.