Abdolhussein Shakurnia; Hossein Elhampour
Volume 12, Issue 2 , August 2015, , Pages 426-432
Abstract
Background & Objective: One of the issues of multiple choice tests is preparation of effective distracter options and position of the correct answer among the distractor options The aim of this study was to determine the position of the correct option in multiple choice tests in Ahvaz Jundishapur ...
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Background & Objective: One of the issues of multiple choice tests is preparation of effective distracter options and position of the correct answer among the distractor options The aim of this study was to determine the position of the correct option in multiple choice tests in Ahvaz Jundishapur University of Medical Sciences Iran in 2013 Methods: In this descriptive study 214 exams which were entered into the automated service center of the university were studied in respect to the position of the correct answer Data were analyzed using SPSS software and frequency percentage and chisquare test Results: In general 14359 multiple choice questions were investigated The position of the correct answer was the A option in 2260 questions (157%) the B option in 3893 question (271%) the C option in 4683 question (326%) and the D option in 3523 questions (246%) Chisquare test showed statistically significant difference between of the correct answer in options of A B C and D (P = 0001) The highest percentage of correct answers was in option C and the lowest percentage of correct answer was in option A The findings of the study also revealed that the percentage of the correct answer in the middle options (B and C) was significantly higher than other options (A and D) (597% V 403% P = 0001) Conclusion: The results showed that the distribution of correct choices between options of multiple choice tests performed in the university is not suitable Random selection of the correct options is recommended as a suitable approach to avoiding this problem
Fahimeh Sabeti; Hossein Elhampour; Marzieh Shayestehfard; Soheila Sedaghat
Volume 11, Issue 1 , May 2014, , Pages 55-64
Abstract
Background & Objective: It is necessary for a correct evaluation to use valid instruments prepared exactly according to the study population and special field This study aimed to determine valid and reliable criteria for clinical evaluation of nursing teacher in Ahvaz Jundishapur University ...
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Background & Objective: It is necessary for a correct evaluation to use valid instruments prepared exactly according to the study population and special field This study aimed to determine valid and reliable criteria for clinical evaluation of nursing teacher in Ahvaz Jundishapur University of Medical Sciences Iran Methods: In this exploratorydescriptive study reviewing different sites and literature primary clinical evaluation form with 60 items based on the Likert scale was designed Face validity of the instrument was determined based on students teachers and nursing and educating professors opinions and content validity was determined based on Waltz and Bausell index Construct validity was determined by factor analysis Also reliability of instrument was determined by Cronbachs alpha coefficient splithalf coefficient and testretest Results: Factor analysis to determine construct validity created two factors: educational behaviors factor with 21 phrases factor coefficient of 06330788 and eigenvalues of 20059 and supportive behaviors factor with 6 phrases factor coefficient of 06290799 and eigenvalues of 1915 Cronbachs alpha coefficient of clinical evaluation instrument was 095 totally 096 for factor 1 and 085 for factor 2 Splithalf coefficient was 081 and total Pearson correlation coefficient was 077 (P > 0001) Pearson correlation coefficient of answers to final question what do you evaluate your teacher finally? was 081 for factor 1 (P > 0001) and 072 for factor 2 (P > 0001) Conclusion: Our instrument for clinical evaluation of nursing teachers (student form) was designed with two factors: educational behaviors factor with 21 phrases and suportive behaviors factor with 6 phrases and had a high degree of validity and reliability We suggest this instrument can be used for clinical evaluation of nursing teachers in Ahvaz Jundishapur University of Medical Sciences
Pourandokht Asadollahi; Abdolhussein Shakurnia; Hossein Elhampour
Volume 8, Issue 1 , July 2011, , Pages 58-66
Abstract
Background and Objective: One of the professional duties of university faculty members is student counseling T he aim of this study was to determine the attitudes of faculty members toward advising and counseling students in Ahwaz Jundishapur University of Medical Sciences (AJUMS) Methods: In this descriptive ...
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Background and Objective: One of the professional duties of university faculty members is student counseling T he aim of this study was to determine the attitudes of faculty members toward advising and counseling students in Ahwaz Jundishapur University of Medical Sciences (AJUMS) Methods: In this descriptive crosssectional study the attitudes of 114 faculty members toward students counseling were investigated using a 34item questionnaire applying 5point Likert scale The validity and reliability of the questionnaire had been confirmed through a pilot study Data were analyzed through SPSS software using mean and chi square test Results: Fifty seven percent of the faculty members participated in the study was females with teaching experience of 1485±88 years Faculty members asserted that they are interested in students counseling (mean score: 412 out of 5) but have moderate knowledge about the advisory task (mean: 361) Mean total score of the present statues of students counseling in the university was 338±056 and that of the ideal situation was 405±038 (p=0001) Conclusion: It is concluded that faculties have a positive attitude toward the importance and necessity of student counseling but believe that the implementation of this process is not properly monitored and supported in AJUMS Support of advisory teachers and more attention to their statues can be very beneficial in the process of students counseling
Mehri Ghafourian Boroujerdnia; Abdol Hossein Shakurnia; Hossein Elhampour
Volume 3, Issue 1 , July 2006, , Pages 19-25
Abstract
Background: Considering the importance of educational processes in our universities evaluation of academic members in order to improve their teaching quality is highly necessary In Education Development Center of Ahvaz University of Medical Sciences evaluation of academic members by students is performed ...
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Background: Considering the importance of educational processes in our universities evaluation of academic members in order to improve their teaching quality is highly necessary In Education Development Center of Ahvaz University of Medical Sciences evaluation of academic members by students is performed annually through questionnaires and the results are reflected to the teachers Objective: To determine the opinions of teachers about the effective factors on variations of their evaluation score during the academic year of 20032004 in comparison to the previous year Methods: In this descriptive study a researchermade questionnaire was prepared and distributed among 130 non clinical academic members of whom 72% filled and returned the questionnaires Data were analyzed by computing frequency percentage and Chisquare test Results: About half of the teachers (523%) gained a higher evaluation score in comparison to the previous year and they believed that the most important factors causing this increase have been respectively more proficiency in educational program content (46%) considering students program level (26%) knowing the results of previous evaluation (23%) participating in medical education workshops (75%) improvement of educational facilities (71%) and alteration in social behavior (68%) Among all teachers 374% gained a lower score comparing to the previous year and according to them frequent holidays during the academic semester (49%) type of course and its nature (37%) and students dishonesty in evaluating teachers (34%) had been the most important factors affecting decrease in their evaluation score while inappropriate class time (91%) had not been effective in this regard Conclusion: In order to improve the quality of educational programs considering academic members suggestions and trying to resolve educational problems are highly recommended
