Hassan Eman M Gaber
Mohammed AL-Mana College for Medical Sciences, Dammam, Saudi Arabia.
Medical-Surgical Department, Faculty of Nursing, Cairo University, Egypt.
Belitung Nurs J. 2023 Aug 28;9(4):369-376. doi: 10.33546/bnj.2699. eCollection 2023.
Universities are responsible for providing education and support to all students, including those who may be underachieving. To fulfill this responsibility, universities need effective strategies to help these students graduate successfully.
This study aimed to evaluate the effectiveness of a midterm remedial exam strategy in improving the academic performance of nursing students.
A quasi-experimental design was employed to conduct this research at a private college in Dammam, Saudi Arabia's eastern region. The study included 306 convenient bachelor nursing students who had failed their midterm exam. Of these, 103 students voluntarily participated in the remedial midterm exam (intervention group) to enhance their midterm scores, while 203 students did not take the remedial exam (control group). Data collection took place in the spring of 2022 by reviewing course files and student records, encompassing formative and summative evaluations across 14 courses. Data analysis involved using SPSS (2023) and Jamovi (version 2.3, 2022) software to conduct paired , Mann-Whitney, and correlational tests.
The remedial group demonstrated significant differences between their midterm and remedial exam scores. However, only 15.5% of students in the remedial group passed the exam, despite 68% showing improvement. Additionally, there were significant differences between the intervention and control groups in midterm and overall course scores. The control group outperformed the remedial group in the midterm, final exams, and overall course scores ( <0.05).
Remedial exams can be beneficial for students who are close to passing but may not effectively support those who perform poorly. To address this, implementing a comprehensive remedial program or providing ongoing remedial activities throughout the course can offer better support for strongly underperforming students. Additionally, educational institutions can enhance students' motivation and performance by providing study skills classes and time-management workshops, equipping them with valuable tools for academic success.
大学有责任为所有学生提供教育和支持，包括那些可能成绩不佳的学生。为履行这一责任，大学需要有效的策略来帮助这些学生成功毕业。
本研究旨在评估中期补考策略对提高护理专业学生学业成绩的有效性。
采用准实验设计，在沙特阿拉伯东部地区达曼的一所私立学院开展本研究。该研究纳入了306名方便选取的本科护理专业学生，他们中期考试未通过。其中，103名学生自愿参加中期补考（干预组）以提高中期成绩，而203名学生未参加补考（对照组）。2022年春季通过查阅课程档案和学生记录进行数据收集，涵盖14门课程的形成性和总结性评估。数据分析使用SPSS（2023）和Jamovi（2022年2.3版）软件进行配对、曼-惠特尼和相关性检验。
补考组中期成绩与补考成绩之间存在显著差异。然而，尽管68%的学生成绩有所提高，但补考组中只有15.5%的学生通过了考试。此外，干预组和对照组在中期成绩和整体课程成绩方面存在显著差异。对照组在中期考试、期末考试和整体课程成绩方面均优于补考组（<0.05）。
补考对接近及格的学生可能有益，但可能无法有效支持成绩较差的学生。为解决这一问题，实施全面的补考计划或在整个课程中提供持续的补考活动可为表现严重不佳的学生提供更好的支持。此外，教育机构可以通过提供学习技能课程和时间管理工作坊来提高学生的学习动力和成绩，为他们配备取得学业成功的宝贵工具。
