The correlation of student learning strategies with their academic achievement in Kaohsiung Medical University

• Main Authors: Ming-Chi Tseng, 曾明淇
• Other Authors: PEI-SHAN HO
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/11915737357704905409

碩士 === 高雄醫學大學 === 口腔衛生學系碩士在職專班 === 103 === Objective The purpose of the study was to exam the relationship between the academic performance and learning strategy among students. Material and methods This study is a prospective study. Students from 4 departments, i.e. Medicine (n=283), Dentistry (n=165), Respiratory therapy (n=78) and oral hygiene (n=61), were collected.Demographic characteristics, such as age, gender, department, and their learning strategies of participants were obtained. The operation definition of students’ learning outcome was their average score . Data were analyzed with Student t-test, ANOVA, Chisq-test and Pearson correlation (Logistic regression) by SPSS 19 software (International Business Machines Corporation, Armonk, New York, USA). A two-sided P value less than 0.05 was considered statistically significant. Result The students’ learning outcomes of various departments were statistically different. Girls were better than boys and Freshmen were better than Junior students in term of learning outcomes. Students from stars plan or apply for admission to university by the school recommendation channel and by the individual application channel had better students’ learning outcomes than those from the Joint College Entrance Examination. However, students from other ways of college entrance, such as Transfer test, had the worst students’ learning outcomes. Students’ learning strategy largely affect their learning outcomes. Expectancy components was the only factor of learning motivation that could predict learning outcomes. All factors of learning strategy could not significantly improve the students’ learning outcomes. However, strategy of time management was the only factor in resources management that could affect the students’ learning outcomes. Conclusion Expectation of students’ learning outcomes and strategy of time management are the factors that can affect students’ learning outcomes. Students from various ways of college entrance will have different students’ learning outcomes. Therefore, a university should enroll more students applying for admission or from stars plan, but reduce the student number from the Joint College Entrance Examination. In addition, teachers of a university should re-enforce students’ expectations of their learning outcomes, and encourage students to properly manage their time for learning.