Mahin Naderifar; Hamideh Goli; Fereshteh Ghaljaie
Abstract
Background and Objectives Snowball sampling is applied when samples with the target characteristics are not easily accessible. This research describes snowball sampling as a purposeful method of data collection in qualitative research. Methods This paper is a descriptive review of previous research papers. ...
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Background and Objectives Snowball sampling is applied when samples with the target characteristics are not easily accessible. This research describes snowball sampling as a purposeful method of data collection in qualitative research. Methods This paper is a descriptive review of previous research papers. Data were gathered using English keywords, including “review,” “declaration,” “snowball,” and “chain referral,” as well as Persian keywords that are equivalents of the following: “purposeful sampling,” “snowball,” “qualitative research,” and “descriptive review.” The databases included Google Scholar, Scopus, Irandoc, ProQuest, Science Direct, SID, MagIran, Medline, and Cochrane. The search was limited to Persian and English articles written between 2005 and 2013. Results The preliminary search yielded 433 articles from PubMed, 88 articles from Scopus, 1 article from SID, and 18 articles from MagIran. Among 125 articles, methodological and non-research articles were omitted. Finally, 11 relevant articles, which met the criteria, were selected for review. Conclusions Different methods of snowball sampling can be applied to facilitate scientific research, provide community-based data, and hold health educational programs. Snowball sampling can be effectively used to analyze vulnerable groups or individuals under special care. In fact, it allows researchers to access susceptible populations. Thus, it is suggested to consider snowball sampling strategies while working with the attendees of educational programs or samples of research studies.
Malek FereidouniMoghadam; Bahman Cheraghian
Volume 6, Issue 1 , July 2009, , Pages 21-28
Abstract
Background & Objective : Improvement in learners academic performance is one of the main goals of educational centers Academic performance is affected by a lot of factors study habit is one of them Considering the importance of ones study habits in academic performance this study was conducted ...
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Background & Objective : Improvement in learners academic performance is one of the main goals of educational centers Academic performance is affected by a lot of factors study habit is one of them Considering the importance of ones study habits in academic performance this study was conducted to identify the students study habits and their relationship with academic performance in Abadan School of Nursing Methods : This cross sectional study was conducted on 150 students of Abadan School of Nursing in 2007 Data was collected using Palsane & Sharma Study Habit Inventory questionnaire which was completed in a selfdirected way at the time of holding final exams Results : According to the results of this study the mean score ( ± SD) of the students study habits was 4826 ( ± 116) out of 90 1133 percent of the students had unsatisfactory study habits while 807% and 8% had relatively satisfactory and satisfactory study habits respectively There was a significant week and positive relationship between the students study habits and their academic performance (P=0001 r= 027) There wasnt any significant relationship between study habits and semester age and marital status Conclusion : Generally speaking the students study habits are considered to be moderate that is to say that their study method is not of good quality Considering the importance of study habits in academic performance and achievement planning to improve students study habits and methods and interventions in this regard can be effective
Ahad Amiri Gharghani; Majid Amiri Gharghani; Ali Asghar Hayat
Abstract
Background Success and academic achievement are among the most important goals of both students and educational systems. Researchers have examined the impact of different factors such as intelligence, personality, attitude, study habits, thinking skills and academic motivation on students’ academic ...
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Background Success and academic achievement are among the most important goals of both students and educational systems. Researchers have examined the impact of different factors such as intelligence, personality, attitude, study habits, thinking skills and academic motivation on students’ academic performance. Objectives The purpose of this study was to investigate the relationship of motivational beliefs and cognitive and metacognitive strategies with students’ academic achievement. Methods In this descriptive - analytic cross-sectional study, the statistical population included all medical and health students of Shiraz University of Medical Sciences (1405 students), 250 of whom were selected according to the Levy and Lemeshow’s formula. After estimating the sample size, the stratified random sampling method was used. To collect data, Pintrich and de Groot’s motivated strategies for learning questionnaire (MSLQ) was employed. Data were analyzed using descriptive statistics, Pearson’s correlation and independent -test. Results Among the components of cognitive learning strategies, comprehension (r = 0.1266, P < 0.10), and among the components of metacognitive learning strategies, the regulation component (r = 0.049, P < 0.05) had a significant positive correlation with academic performance. Among the components of motivational beliefs, the self-efficacy component (r = 0.173, P < 0.10) showed a significant positive correlation with academic performance. Based on the results of multiple regression analysis, only metacognitive learning strategies had the ability to predict the academic performance of the students. There was no significant difference between male and female students in any of the studied variables. Conclusions Based on the results, students who use more diverse cognitive strategies show better performance than others. Performance is more desirable among those who evaluate their understanding of the content of the course and make more efforts and have more perseverance (regulation) in the learning process. Students who believe in their abilities (self-efficacy) and reinforce these beliefs will have a better academic performance.
Afshin Mousavi Chelak; Hasan Kaviani
Abstract
Objectives Considering the contradictory evidence on the effectiveness of educational technologies, this meta-analysis was conducted to evaluate the impact of these technologies on medical education. Data Sources This meta-analysis was conducted based on secondary analysis methods. The analysis included ...
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Objectives Considering the contradictory evidence on the effectiveness of educational technologies, this meta-analysis was conducted to evaluate the impact of these technologies on medical education. Data Sources This meta-analysis was conducted based on secondary analysis methods. The analysis included experimental and semi-experimental studies on the effectiveness of educational technologies in the medical education of Iran. The census sampling method was applied in this study, and 54 studies were identified as relevant based on the inclusion and exclusion criteria. For data collection, a researcher-made checklist consisting of three sections, i.e., bibliographic information, methodological information, and findings, was completed. Finally, the Comprehensive Meta-Analysis (CMA) software was used for analysis of data. Results Among different educational technologies, multimedia education, E-learning, and computer-mediated learning using compact discs and software packages had significant effects on medical education; therefore, use of these technologies was effective in medical education. According to our findings, multimedia education (effect size, 1.793) was considered to be the most influential virtual technology in medical education. In general, all educational technologies were effective in the medical education of Iran; however, their effectiveness was insubstantial. Considering the area under the normal curve, the average effectiveness of educational technologies was 63% higher in the virtual education groups, compared to the controls without virtual education. Conclusions One of the most important issues in medical education and training is preparation of an engaging learning environment for students, which can be realized through a variety of educational technologies. However, for optimal effectiveness, complementary use of virtual technologies along with traditional methods or their integration in other educational approaches is suggested.
Seyed-Arash Tehrani Banihashemi; Ali Akbar Haghdoost; Mohammed Amir Amirkhani; Ali Akbar Haghdoost; Seyed-Moayed Alavian; Homa Asgharifard; Hamid Baradaran; Mozhgan Barghamdi; Saeid Parsinia; Sahar Fathi Ranjbar
Volume 4, Issue 1 , July 2007, , Pages 1-9
Abstract
Background & Objective: Health literacy is defined as the degree to which individuals have the capacity to obtain process and understand basic health information and services required for making appropriate health decisions The aim of this study was to estimate the level of health literacy and to ...
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Background & Objective: Health literacy is defined as the degree to which individuals have the capacity to obtain process and understand basic health information and services required for making appropriate health decisions The aim of this study was to estimate the level of health literacy and to determine the factors influencing it using valid instrument Methods: In a Populationbased household survey in 5 cities and 5 villages of Boushehr Mazandaran Kermanshah Ghazvin and Tehran provinces 1086 adults aged 18 and older were enrolled into the study Health literacy was measured by the questionnaire designed for test of Functional Health Literacy in Adults (TOFHLA) after validation Regression analysis was used to determine the association of demographic factors and level of health literacy Results: The average response rate was 708% in the studied clusters From all participants 614% were female and the rest were male Mean age of participants was 381 years Seventeen percent of the study population was illiterate and 36% had diploma or higher education The level of health literacy was adequate in 281% borderline in 15 3% and inadequate in 565% of the subjects Mean score of health literacy was 453 in males and 411 in females (P=0057) However after adjustment for educational level in the regression model health literacy was found to be higher in females (P=014) Limited health literacy was also associated with lower economic status (P=0004) Conclusion: This study indicates that the level of health literacy is low in Iran Educational level was the most important determinant of health literacy and the most increase was seen in subjects with more than 8 years education Lower health literacy in women older people and rural inhabitants was mainly due to lower educational levels in these groups
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