Date of Completion

2022

Document Type

Research Project

Degree Name

Doctor of Medicine

Keywords

Simple Task, Evaluation Score

Abstract

Background and Rationale. As the students struggle through the online learning setup amidst the COVID-19 pandemic, quizzes and examinations are one of the challenges they are facing. Having these kinds of tests may or may not improve the performance or learning of the students. De La Salle Medical and Health Sciences Institute College of Medicine conduct subjects in module form, and make use of the term “simple tasks” as short quizzes taken by students for each given subject while “evaluations” as long examinations taken at the end of each module with the combination of different subjects. This study focuses on the relationship of simple tasks and evaluation scores, and to quantify students who recognize simple tasks helpful during the gastrointestinal tract module.

Methods. The researchers employed an analytical cross-sectional study, wherein quantitative evaluation of retrospective data via moodle and its feedback form was used. DLSMHSI batch 2024’s medical students were included in the study. There was a population of 300 but only 169 students were recommended. Records review was the tool used by the researchers to gather the needed data for the study. Consent and approval were obtained to grant access to anonymous students’ simple task and evaluation scores from the Health Informatics laboratory. All the data retrieved was from the Gastrointestinal module parts 1 and 2 during AY 2020-2021.

Results. 42.6% of the 155 students strongly agreed that the simple tasks in GIT part 1 were helpful in understanding the topic. This is then increased to 44.5% in GIT part 2. A significant but very weak positive correlation between students’ perception on simple tasks and evaluation scores was observed with a correlation coefficient of 0.339 and Sig. (2-tailed) of 0.000 (p < 0.05) and 0.258 with sig. (2-tailed) of 0.006 (p < 0.05) in Parts 1 and 2 respectively. Furthermore, an ANOVA and linear regression was conducted and has shown that simple task scores can statistically significantly predict evaluation scores in both GIT Part 1 and 2 with F(1,146) = 22.791, p = 0.000 (p < 0.05), R 2 = .135 and F(1,146) = 15.925, p = 0.000, R 2 = .098, respectively. With this, it can be surmised that students view simple tasks as helpful but there is only a weak positive correlation between their perception and the evaluation score. However, the results also showed that simple tasks can predict evaluation scores which means that the higher the simple task scores are, the higher their evaluation score.

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