Factors affecting academic self-efficacy and learning experiences of pharmacy students: Insights from a qualitative study in Zambia

Kalungia, Aubrey Chichonyi; Chigunta, Micheal; Sichone, James Maimbo; Apampa, Bugewa; Marshall, Stephen; May, Claire; Mulundu, Georgina; Mwila, Chiluba; Banda, Sekelani S.

doi:10.46542/pe.2021.211.133144

Cited by 3 publications

(3 citation statements)

References 28 publications

(25 reference statements)

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“…Multiple factors affect the success rates of students in the faculties of health. The study by Kalungia et al (2021) underscored the significant impact of numerous factors within the academic environment on the academic self-efficacy and learning experiences of undergraduate pharmacy students in Zambia. Studentrelated changes, such as managing notional time, emerged as substantial hurdles in coping with the academic workload.…”

Section: Factors Influencing Academic Performance Of Pharmacy Studentsmentioning

confidence: 99%

Exploring student perceptions: Factors influencing academic performance in a school of pharmacy in Nigeria

Jegede,

Olabanji,

Arolagbade

2024

Pharm Educ

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Background: The failure and success rate of students in pharmacy school has been shown to be dependent on some courses that predict academic performance. The study identified factors that could impact failure and academic performances of pharmacy students at Obafemi Awolowo University. Methods: The study was a cross-sectional study of 219 undergraduate pharmacy students from third, fourth and fifth years of a school of pharmacy in Nigeria. A pre-tested questionnaire gathered data on demographics, course perceptions and academic factors. Descriptive and inferential statistics such as percentages, weighted averages, and Chi squared tests were used to analyse the data obtained at p < 0.05. Results: Financial constraints, family challenges, and a lack of peer interaction were significantly associated with repeating a year. Specific courses perceived as difficult included “Pharmaceutical organic chemistry” (PHC 202), “Practical pharmaceutics I” (PHA 201) and “Medicinal chemistry II” (PHC 402). Courses perceived as difficult, particularly in the fourth year, were notably linked to academic stress. Conclusion: The study identified specific factors and courses that affect pharmacy students’ performance in the Nigerian context. Policy makers and faculty can take vital feedback to adjust the training content, methods and assessment system to possibly deliver a holistic education to pharmacy students.

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Section: Factors Influencing Academic Performance Of Pharmacy Studentsmentioning

confidence: 99%

Exploring student perceptions: Factors influencing academic performance in a school of pharmacy in Nigeria

Jegede,

Olabanji,

Arolagbade

2024

Pharm Educ

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“…There are many instruments designed to identify student learning styles. A few examples include the Honey‐Alonso Learning Styles Questionnaire from Spain (Altamirano‐Droguett et al., 2019); the Approaches and Study Skills Inventory Learning Styles Instrument (ASSIST) (Kalungia et al., 2019); and the Dunn and Dunn learning styles model (Hallin et al., 2015). However, Kolb's learning style inventory is a more widely used and well‐known instrument (Cerqueira, 2000; Miranda & Morais, 2008; Sobral, 2005).…”

Section: Background/literaturementioning

confidence: 99%

A multi‐centre study of learning styles of new nursing students

Campos

Alvarenga

Morais

et al. 2021

Journal of Clinical Nursing

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Aims:To describe beginning nursing student learning styles and to determine whether there are relationships between learning style and sociodemographic or educational background. We also aim to compare these data with the normative values of the 3.1 version of the Kolb learning style inventory and verify its reliability.Background/Literature: Learning style is related to the way in which an individual interacts with learning conditions, involving cognitive, affective, physical and environmental aspects. In nursing education, few studies have focused on knowing the learning styles of beginning nursing students, despite the need for students to develop critical thinking skills required of nurses.

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“…Vários instrumentos visam à identificação do estilo de aprendizagem do estudante, tais como o Questionário Honey-Alonso de Estilos de aprendizagem, de origem espanhola (Altamirano-Droguett et al, 2019), o Approaches and Study Skills Inventory Learning Styles Instrument (ASSIST) (Kalungia et al, 2019), o modelo de estilos de aprendizagem de Dunn e Dunn , porém o Inventário de Estilo de Aprendizagem de Kolb tem maior aplicação e divulgação (Sobral, 2005;Cerqueira, 2000;. Este instrumento está validado para a língua portuguesa do Brasil e teve suas propriedades psicométricas testadas previamente, tendo sido demonstradas sua validade e confiabilidade nessa população (Sobral, 1992;Cerqueira, 2000).…”

Section: Introductionunclassified

Estilos de aprendizagem de ingressantes no curso de Enfermagem no Brasil e nos Estados Unidos

Gonçalves Campos

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Objectives: To profile the learning styles of nursing students from the five regions of Brazil and one region of the United States. In addition, specific objectives were: to verify the predominant learning style in beginning Nursing students, to identify the relationship between the learning styles and the sociodemographic and teaching variables, to compare the learning styles of the Nursing students from different regions, to measure the reliability version 3.1 of Kolb's Learning Styles Inventory and compare the results with the normative values of version 3.1 of Kolb's Learning Styles Inventory. Method: Observational, cross-sectional, correlational and quantitative study. The sample was formed by 176 students. Identification data, teaching preferences and academic background were collected, in addition to the application of version 3.1 of the Learning Style Inventory, translated and validated for Brazilian Portuguese. Data collection was performed by the main researcher and assistant researchers, after training. Descriptive analysis was performed, followed by verification of data distribution using the Shapiro-Wilk test. Inferential statistics was applied for the measures of comparison, correlation and association between the variables, using uni or bilateral tests and checking the internal consistency of the inventory (Cronbach's alpha). Multiple linear regression models were constructed using generalized linear models, considering the inventory scores as dependent variables. Results: There was a predominance of students with a Divergers learning style (34.10%), while 28.41% were Assimilators, 23.86%, Accommodators and 13.63%, Convergers. In Brazilian centers located in the Southeast and North Regions, as well as in the USA, Assimilators students predominated. The average score of Concrete Experience for those who studied in a public school was higher (average = 26.22; p = 0.0019) and showed a difference in Brazilian state, federal and American universities (p = 0.0149). When comparing the results obtained with the normative values of version 3.1 of the inventory, it was observed that the results were similar, being significant when we verified the values of OR (Student's t test, p <.0001) and CA (Student's t test, p <.0001). The internal consistency of the instrument for the learning characteristics and its items was 0.

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Factors affecting academic self-efficacy and learning experiences of pharmacy students: Insights from a qualitative study in Zambia

Cited by 3 publications

References 28 publications

Exploring student perceptions: Factors influencing academic performance in a school of pharmacy in Nigeria

Exploring student perceptions: Factors influencing academic performance in a school of pharmacy in Nigeria

A multi‐centre study of learning styles of new nursing students

Estilos de aprendizagem de ingressantes no curso de Enfermagem no Brasil e nos Estados Unidos

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