Sarwar Shahid, Tarique Shandana
Department of Medicine, Gujranwala Medical College, Gujranwala.
J Pak Med Assoc. 2016 Oct;66(10):1210-1214.
To compare environmental perception as measured by the Dundee Ready Educational Environment Measure of students with high and low academic performance.
This cross-sectional analytical study was carried out at the Gujranwala Medical College, Gujranwala, Pakistan, and comprised medical students. Dundee Ready Educational Environment Measure questionnaire with 50 items was used to determine students' perception of the institutional environment. Academic performance was based on mean percentage of marks obtained in all professional examinations. High achievers with 70% or more marks were compared with low achievers with <70% marks for Dundee Ready Educational Environment Measure scores using unpaired Student's t-test.
Of the 180 students, 153(85%) were included. Of them, 35(22.87%) were boys and 118(77.12%) girls. The overall mean Dundee Ready Educational Environment Measure score was 116.13±18.24. As for the subscales, the mean score for 'perceptions of learning' was 27.97±6.0, 25.76±4.6 for 'perceptions of teachers', 18.67±4.05 for 'academic self-perceptions', 27.76±6.03 for perceptions of atmosphere and 15.97±3.0 for social self-perceptions. The mean dream score was 108.51±17.54 among boys and 118.39±17.90 among girls. The mean score for perception of having successful learning strategies was 1.66±0.9and 2.18±0.9 among low and high achievers (p>0.05) and 1.71±0.98 and 2.18±1.1 for ability to memorise all that was needed (p>0.05).
Environmental perception of the institution was more positive than negative and better performance in examinations was associated with better academic self-perception and social self-perception in students.
比较学业成绩高低不同的学生通过邓迪良好教育环境量表所测得的环境感知情况。
这项横断面分析研究在巴基斯坦古吉兰瓦拉的古吉兰瓦拉医学院开展，研究对象为医学生。采用包含50个条目的邓迪良好教育环境量表问卷来确定学生对学校环境的感知。学业成绩基于所有专业考试的平均百分制分数。使用非配对学生t检验，比较成绩优异（70%及以上分数）和成绩不佳（低于70%分数）的学生在邓迪良好教育环境量表得分上的差异。
180名学生中，153名（85%）被纳入研究。其中，35名（22.87%）为男生，118名（77.12%）为女生。邓迪良好教育环境量表的总体平均得分为116.13±18.24。就各分量表而言，“学习感知”的平均得分为27.97±6.0，“教师感知”为25.76±4.6，“学业自我感知”为18.67±4.05，“氛围感知”为27.76±6.03，“社交自我感知”为15.97±3.0。男生的平均理想得分为108.51±17.54，女生为118.39±17.90。成绩不佳和优异的学生在拥有成功学习策略感知方面的平均得分分别为1.66±0.9和2.18±0.9（p>0.05），在记忆所需全部内容能力方面的平均得分分别为1.71±0.98和2.18±1.1（p>0.05）。
学生对学校环境的感知呈积极而非消极，考试表现较好与学生更好的学业自我感知和社交自我感知相关。
