The effect of social, familial and educational factors of academic failure from the perspective of Ramsar Campus students

[Home ] [Archive]

[ فارسی ]

Main Menu

Home

Journal Information

Articles archive

For Authors

Reviewers Section

Registration

Contact us

Site Facilities

Indexing

Ethics

In-press Articles

Search in website

Receive site information

Volume 8, Issue 1 (2-2020)

mededj 2020, 8(1): 45-51

Back to browse issues page

The effect of social, familial and educational factors of academic failure from the perspective of Ramsar Campus students

Abstract: (3505 Views)

BACKGROUND AND OBJECTIVE: Experts believe that one of the best ways to create and maintain a good education system is to train efficient and professional people. Academic failure occurs when there is a significant gap between potential and actual ability of individuals in their academic activities and academic progress. Therefore, increasing the quality of the education system is considered to be the most influential factor in developing countries. Therefore, in this study we aimed to investigate the effect of social, family and educational factors on academic drop of Ramsar campus students.

METHODS:
This is a cross sectional descriptive anaiytical study. Based on cochrains formula, 306 students were selected by random sampling and completed questionnaires.The statistical population includes all students of 91-94 pharmacy and medical students who are studying on the campus of mazandaran university of medical science Ramsar in academic year 2016. That includes the total number of students with and without academic decline.

FINDINGS: In this study, 61 medical and pharmacy students with a mean age of 24.14±1.6 years had a mean interest in major, marital status, good income in medical and pharmaceutical fields (32.8 % ,46.3%, 49.2%, respectively). Also, lack of parental follow-up, parental differences, type of residence, divorce and parental differences, parental death, parental illness (32.8%, 37 .7 % ,31.1%, 36.1%, 62.3% and 41% respectively) were effective in students' academic decline

CONCLUSION: : In our study, social, family, and educational factors have been effective factors in students' academic decline in Ramsar Campus.
KEY WORDS: Academic drop, Social, Family, Educational, students' viewpoints

Full-Text [PDF 788 kb] (1374 Downloads)

Type of Study: Research | Subject: Special
Received: 2020/04/26 | Accepted: 2020/04/26 | Published: 2020/04/26

References

1. Alavi M, Abedi H. Nursing students' experiences and perceptions of effective instructor in clinical education. Iranian Journal of Medical Education. 2008;7(2):325-34

2. Berk LE, Meyers AB. Infants, children, and adolescents: Allyn and Bacon Boston; 1996

3. Karabenick SA. Fear of success, achievement and affiliation dispositions, and the performance of men and women under individual and competitive conditions 1. Journal of Personality. 1977;45(1):117-49

4. Hosseini Shahidi L, Atarodi A, Moghimian M. The survey of using learning strategies rate in students. The Horizon of Medical Sciences. 2005;11(1):53-60

5. Rahimi B, Jabbari N, Rahmatnejad L, Mohammadpour Y, Kazemi N. Evaluation of the factors affecting students’academic failure in urmia university of medical sciences in 1390. The Journal of Urmia Nursing and Midwifery Faculty. 2013;11(8):614-21

6. Fasihi HT, Soltani AS, Tahami S, Mohammad AS. Viewpoints of medical students about the quality of clinical education. 2004.

7. Zareeyan A, Delaram M. The situation of clinicaleducation from the student's viewpoints in nursing andmidwifery school of Shahrekord university of medicalsciences. Iran J Med Educ. 2006;6(2):134-9

8. Azimi N, Bagheri R, Mousavi P, Bakhshandeh-Bavrsad M, Honarjoo M. The Study of Clinical Education Problems and Presenting Solutions for improvement its Quality in Midwifery. Research in Medical Education. 2017;8(4):43-51

9. Ghasemi F, Hasanvand S, Valizadeh F. Frequency of academic failure and its associated factors from the viewpoint of students with and without academic failure in the Faculty of Nursing and Midwifery, Khoramabad, Iran. Journal of Nursing Medical Education. 2014;3(1):71-79

10. Edalatkhah H, Jahangiri S, Khanbabzadeh M, Firuz A, Hashemi LM. Educational Status of Ardabil University of Medical Sciences Graduates. Iranian Journal of Medical Education. 2005;5(2):193-195

11. Sand-Jecklin K. Assessing nursing student perceptions of the clinical learning environment: refinement and testing of the SECEE inventory. Journal of Nursing Measurement. 2009;17(3):232

12. Moulding NT, Silagy C, Weller D. A framework for effective management of change in clinical practice: dissemination and implementation of clinical practice guidelines. Quality and Safety in Health Care. 1999;8(3):177-83

13. Betancourt JR. Cross‐cultural medical education: conceptual approaches and frameworks for evaluation. Academic Medicine. 2003;78(6):560-9

14. Henzi D, Davis E, Jasinevicius R, Hendricson W. North American dental students’ perspectives about their clinical education. Journal of Dental Education. 2006;70(4):361-77

15. Henzi D, Davis E, Jasinevicius R, Hendricson W. North American dental students’ perspectives about their clinical education. Journal of Dental Education. 2006;70(4):361-77

Add your comments about this article

Mendeley

Zotero

RefWorks

The effect of social, familial and educational factors of academic failure from the perspective of Ramsar Campus students. mededj 2020; 8 (1) :45-51
URL: http://mededj.ir/article-1-325-en.html

Rights and permissions
	This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Volume 8, Issue 1 (2-2020)

Back to browse issues page

Persian site map - English site map - Created in 0.08 seconds with 37 queries by YEKTAWEB 4645