DOI: https://doi.org/10.14710/nmjn.v9i2.26675

Are Nursing Students’ Early Course and Perceived Performance Related to Their Final and Actual Course Performance?

*Ryan Michael F Oducado  -  College of Nursing, West Visayas State University, Philippines
Open Access Copyright (c) 2019 Nurse Media Journal of Nursing

Citation Format:
Abstract

Background: Assessing the academic performance of students is imperative for nursing educators. While it is commonly accepted that performance in quizzes is linked with final examination performance, little published empirical data is available among nursing student samples.

Purpose: The purpose of this study was to determine the relationship between performance in regular short lecture quizzes and long quiz on the final examination performance of nursing students in a nursing course. Likewise, this study ascertained whether there is a significant relationship between perceived performance and actual performance in the final examination of the course.

Methods: A descriptive-correlational study design was used. All 138 second-year nursing students enrolled in the Community Health Nursing course were included in this study. Grades in short quizzes, long test, and final examination were analyzed, and a one item global scale was utilized to determine students’ perceived performance in the final examination. Pearson’s r was employed to determine the relationship between variables.

Results: Results revealed that performance in regular short lecture quizzes (p=0.000) and long quiz (p=0.000) were significantly correlated with final examination performance. Moreover, there was a significant relationship between perceived performance and actual performance in the final examination (p=0.000).

Conclusion: This study suggests that early performance in the lecture course can significantly influence students’ performance in the final assessment of the course. Nurse educators are encouraged to be proactive in identifying students who are at risk of performing poorly early in the course so that prompt remediation and guidance may be provided to students who are not performing well.

Fulltext View|Download
Keywords: Academic performance; actual grade; perceived grade; quizzes; nursing

Article Metrics:

Article Info
Section: Articles
Language : EN
Recent articles
Development and Trial of a Paediatric Falls Screening Tool for Use in an Indonesian Context Are Nursing Students’ Early Course and Perceived Performance Related to Their Final and Actual Course Performance? The Degree of Diabetic Wounds Affects Kidney Function Damage Editorial Front Matter Editorial Back Matter More recent articles
  1. Adebayo, B. (2008). Cognitive and non-cognitive factors: Affecting the academic performance and retention of conditionally admitted freshmen. Journal of College Admission, 15-21
  2. Azzi, A.J., Ramnanan , C.J., Smith, J., Dionne, E., & Jalali, A. (2014). To quiz or not to quiz: Formative tests help detect students at risk of failing the clinical anatomy course. Anatomical Sciences Education, 8(5), 413-420. https://doi.org/10.1002/ase.1488
  3. Belo-Delariarte, R.G.B., Oducado, R.M.F., & Penuela, A.C. (2018). Terminal assessment of core nursing knowledge in a state university. Asia Pacific Journal of Multidisciplinary Research, 6(2): 10-17
  4. Brame, C.J. & Biel, R. (2015). Test-enhanced learning: The potential for testing to promote greater learning in undergraduate science courses. CBE—Life Sciences Education, 14, 1-12
  5. Bluman, J.E., Purchase, K., & Duling, C.T. (2011). Daily review quizzes a hindrance or a help? American Society for Engineering Education
  6. Delaram, M., Shams, S., & Gandomani, H.S. (2017). Effect of quizzes on test scores of nursing students for learning maternal and child health. Journal of Medical Education, 16(2): 118-122
  7. Dunning, D., Heath, C., & Suls, J. M. (2004). Flawed self-assessment: implications for health, education, and the workplace. Psychological Science in the Public Interest, 5(3): 69–106. https://doi.org/10.1111/j.1529-1006.2004.00018.x
  8. Kayser, J.A. (2015). The effect of daily quizzes on student learning in the advanced placement chemistry classroom (Master’s thesis). Montana State University, Montana
  9. Koh, L.C. (2010). Academic staff perspectives of formative assessment in nurse education. Nursing Education in Practice, 10(4): 205-209. https://doi.org/10.1016/j.nepr.2009.08.007
  10. Kuncel, N.R., Credé, M., & Thomas, L.L. (2005). The validity of self-reported grade point averages, class ranks, and test scores: a meta-analysis and review of the literature. Review of Educational Research, 75(1): 63–82. https://doi.org/10.3102/00346543075001063
  11. Laguador, J. (2013). Academic performance of freshman engineering students based on their perception and actual final grades. Journal of International Academic Research for Multidisciplinary, 7(1): 1-8
  12. Landrum, R.E., & Dillinger, R.J. (2000). Student perceptions of grading practices: Does "average" class performance equal a "C" grade? The Journal of Research and Development in Education, 34(1), 86-92
  13. Lim, C.S., Tang, K.N., & Kor, L.K. (2012). Drill and practice in learning (and beyond). In: Seel N.M. (eds) Encyclopedia of the Sciences of Learning. Springer, Boston, MA
  14. McAdams, D.P. (2009). The Person: An Introduction to the Science of Personality Psychology. John Wiley & Sons, Inc., USA
  15. Oducado, R.M.F., & Penuela, A.C. (2014). Predictors of academic performance in professional nursing courses in a private nursing school in Kalibo, Aklan, Philippines. Asia Pacific Journal of Education, Arts and Sciences, 1(5): 21-28
  16. Oducado, R.M.F., Frigillano, P.R.S., Gunce, J.J.T., Jover, P.L.B., Meliton, P.N., & Pangilinan, K.T. (2017). Guidance needs of nursing students in Iloilo City, Philippines. PEERS Inc. Multidisciplinary Research Journal, 1(2): 35-47
  17. Paul, A.M. (2015). Researchers find that frequent tests can boost learning. Scientific American. Retrieved from https://www.scientificamerican.com/article/researchers-find-that-frequent-tests-can-boost-learning/
  18. Poljicanin, A., Carić, A., Vilović, K., Kosta, V., Marinović Guić, M., Aljinović, J., & Grković, I. (2009). Daily mini quizzes as means for improving student performance in anatomy course. Croatian Medical Journal, 50(1), 55–60. doi: 10.3325/cmj.2009.50.55
  19. Sherman, T.J., Harvey, T.M., Royse, E.A., Heim, A.B., Smith, C.F., Romano, A.B., King, A.E., Lyons, D.O., & Holt, E.A. (2019) Effect of quiz format on student performance and answer-changing behaviour on formative assessments, Journal of Biological Education, DOI: 10.1080/00219266.2019.1687106
  20. Sticca, F., Goetz, T., Bieg, M., Hall, N.C., Eberle, F., & Haag, L. (2017). Examining the accuracy of students’ self-reported academic grades from a correlational and a discrepancy perspective: evidence from a longitudinal study. PLoS ONE, 12(11): e0187367. https://doi.org/10.1371/journal.pone.0187367
  21. Tejeiro, R.A., Gomez-Vallecillo, J.L., Romero, A.F., Pelegrina, M., Wallace, A., & Emberley, E. (2012). Summative self-assessment in higher education: implications of its counting towards the final mark. Electronic. Journal of Research in Education Psychology, 10, 789–812
  22. Theall, M., & Franklin J.L. (2010). Assessing teaching practices and effectiveness for formative purposes. In: A Guide to Faculty Development. K.J. Gillespie & D.L. Robertson (Eds). Jossey Bass: San Francisco, CA
  23. Vaessen, B.E., van den Beemt, A., van de Watering, G., van Meeuwen, L.W., Lemmens, L. & den Brok, P. (2016). Students’ perception of frequent assessments and its relation to motivation and grades in a statistics course: a pilot study. Assessment & Evaluation in Higher Education, 42(6), 872-886. https://doi.org/10.1080/02602938.2016.1204532
  24. Wambuguh, O. & Yonn-Brown, T. (2013). Regular lecture quizzes scores as predictors of final examination performance: a test of hypothesis using logistic regression analysis. International Journal for the Scholarship of Teaching and Learning, 7(1), Article 7. https://doi.org/10.20429/ijsotl.2013.070107
  25. Wanous, J.P., Reichers, A.E., & Hudy, M.J. (1997). Overall job satisfaction: How good are single-item measures? Journal of Applied Psychology, 82, 247-252
  26. Zamini, G., Khadem Erfan, M. B., Rahmani, M. R., Khodavaisy, M. S., & Davari, B. (2013). Effects of frequent announced parasitology quizzes on the academic achievement. Iranian Journal of Parasitology, 8(4), 617–621
  27. Zimmerman, M.A., Caldwell, C.H., & Bernat, D.H. (2002). Discrepancy between self-report and school-record grade point average: correlates with psychosocial outcomes among African American adolescents. Journal of Applied Social Psychology, 32(1): 86-109. https://doi.org/10.1111/j.1559-1816.2002.tb01421.x

Last update:

No citation recorded.

Last update:

No citation recorded.