Perceived attributes of faculty members in relation to the learning enhancement behavior of nursing students at De La Salle University-Health Sciences Campus, Academic Year 2000-2001.

Date of Completion

2001

Document Type

Thesis

Degree Name

Bachelor of Science in Nursing

Keywords

Academic Performance, College Students, Nursing, Faculty

Abstract

The researchers used the quantitative, non-experimental descriptive survey method. The respondents of the study consisted of 150 nursing students taken from the 2nd year, 3rd year, 4th year levels of De La Salle University – Health Sciences Campus fifty students were taken from each level. Random sampling was employed in selecting the respondents. The instrument employed in this stud was a questionnaire, patterned from the faculty evaluation form mainly utilized by De L a Salle University – Health Sciences Campus. The statistical treatment used in the study were relative frequency, mean, t-test, ANOVA via f-test, and pearson product moment correlation. 1) The greatest profile of the students taking nursing at De La Salle University – Health Sciences Campus were as follows: Female, 18-19 years old, nursing preference and catholic; 2) On the average the overall perceived attributes of nursing students to their faculty were high. The nursing students/ respondents put their perception of the attributes of the nursing faculty on a high level. On the average, the overall perception of the students of their faculty members was (4.33) highly important; 3) having a overall mean of 4.0, the student learning enhancement behavior approximates a rating of very good, as discussed and proposed in the preceding chapters of this research study, it is related to the highly important attributes of faculty members perceived b the nursing students; 4) The perceived attributes of faculty members were significantly different when grouped accordingly age, year level, religious affiliation, and course preference, except according to gender; 5) The student learning enhancement behavior was significantly different when the students were grouped according to age, gender, course preference, religion, and year level; 6) There is a significant relationship between the perceived attributes of faculty and student learning enhancement behavior.

Comments

Call Number: TH NM 01 19

Location: Research Commons

This document is currently not available here.

Share

COinS