BibTex Citation Data :
@article{NMJN26675, author = {Ryan Michael Oducado}, title = {Are Nursing Students’ Early Course and Perceived Performance Related to Their Final and Actual Course Performance?}, journal = {Nurse Media Journal of Nursing}, volume = {9}, number = {2}, year = {2019}, keywords = {Academic performance; actual grade; perceived grade; quizzes; nursing}, 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. }, issn = {2406-8799}, pages = {167--175} doi = {10.14710/nmjn.v9i2.26675}, url = {https://ejournal.undip.ac.id/index.php/medianers/article/view/26675} }
Refworks Citation Data :
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.
Article Metrics:
Last update:
Factors Associated with Nursing Students’ Intention to Report Needlestick Injuries: Applying the Theory of Planned Behavior
English Language Proficiency and Its Relationship with Academic Performance and the Nurse Licensure Examination
Intention to Utilize Mobile Game-Based Learning in Nursing Education From Teachers’ Perspective: A Theory of Planned Behavior Approach
Instructors’ caring behaviors, burnout, satisfaction, and academic performance of nursing students in online education and the pandemic era
Last update: 2025-05-07 09:08:42
In order for the Department of Nursing, Faculty of Medicine, Universitas Diponegoro to publish and disseminate research articles, we need non-exclusive publishing rights (transferred from the author(s) to the publisher). This is determined by a publishing agreement between the author(s) and the Department of Nursing, Faculty of Medicine, Universitas Diponegoro. This agreement involves the transfer or licensing of the copyright for publishing to the publisher, while authors still retain significant rights to use and share their own published articles. The Department of Nursing, Faculty of Medicine, Universitas Diponegoro supports the need for authors to share, disseminate, and maximize the impact of their research through these rights in any databases.
As the author(s), you have rights to a wide range of uses of your article, including use by your employing institution or company. These author rights can be exercised without the need to obtain specific permission. Authors publishing in the Nurse Media Journal of Nursing have extensive rights to use their works for teaching and scholarly purposes without needing to seek permission, including:
Authors, readers, and third parties can copy and redistribute the material in any medium or format, as well as remix, transform, and build upon the material for any purpose, even commercially, but they must give appropriate credit (including the name of the creator and attribution parties, detailed information about the authors, a copyright notice, an open access license notice, a disclaimer notice, and a link to the material), provide a link to the license, and indicate if changes were made. The publisher will indicate any modification of the material (if any) and retain an indication of previous modifications using a CrossMark Policy and information about Erratum-Corrigendum notifications.
Authors, readers, and third parties can read, print, and download, redistribute or republish the article (e.g., display it in a repository), translate the article, download it for text and data mining purposes, reuse portions or extracts from the article in other works, sell or reuse it for commercial purposes, remix, transform, or build upon the material. They must distribute their contributions under the same license as the original Creative Commons Attribution-ShareAlike (CC BY-SA).
The Authors submitting a manuscript do so on the understanding that if accepted for publication, non-exclusive right for publishing (publishing right) of the article shall be assigned/transferred to Publisher of the Nurse Media Journal of Nursing (Department of Nursing, Faculty of Medicine, Universitas Diponegoro).
Upon acceptance of an article, authors will be asked to complete a 'Copyright Transfer Agreement for Publishing (CTAP)'. An e-mail will be sent to the Corresponding Author confirming receipt of the manuscript together with a 'Copyright Transfer Agreement for Publishing' form by online version of this agreement.
Nurse Media Journal of Nursing and Department of Nursing, Faculty of Medicine, Universitas Diponegoro, the Editors and the Editorial Board make every effort to ensure that no wrong or misleading data, opinions or statements be published in the journal. In any way, the contents of the articles and advertisements published in the Nurse Media Journal of Nursing are sole and exclusive responsibility of their respective authors and advertisers.
Please note that even though we ask for a transfer of copyright for publishing (CTAP), our journal Author(s) retain (or are granted back) significant scholarly rights as mentioned before.
The Copyright Transfer Agreement for Publishing (CTAP) Form can be downloaded here: [Copyright Transfer Agreement for Publishing (CTAP) Form NMJN 2024]
The copyright form should be signed electronically and send to the Editorial Office in the form of original e-mail below:
Dr. Meira Erawati (Editor-in-Chief)Editorial Office of Nurse Media Journal of Nursing Department of Nursing, Faculty of Medicine, Universitas Diponegoro Jl. Prof. Soedarto, Tembalang, Semarang, Central Java, Indonesia 50275Telp.: +62-24-76480919; Fax.: +62-24-76486849E-mail: media_ners@live.undip.ac.id
(This policy statements has been updated at 24th January 2024)
