Scholarlink

<p>A cross sectional study of 192 students measured associations of study environment and teaching–learning activities with participant characteristics using the DREEM and ETLQ scales. The SPL, SPT, SPA, SSSP, and total DREEM scores were negatively associated with age (<i>β</i> = −2.08 to −0.20). The SPT scores increased in second- to fourth-year students (<i>β</i> = 3.44 to 8.53), but not for the SPL, SASP, SPA, SSSP, and total DREEM. Participants with normal/little courses had higher SPT scores than those studying a lot <i>β</i> = 2.25 (95% CI 0.39, 4.12), but it was inversely for the SSSP and total DREEM scores. There were no associations of the SPL, SPT, SASP, SPA, SSSP, and total DREEM <i>z</i>-scores with gender, ethnicity, religion, income, general point average, part-time job, permanent address, and current living place (<i>p</i> &gt; 0.05). The ALS and ETL were negative with age (<i>β</i> = −2.58 to −0.10). Men and third-year students had lower DCU scores than women and first-year students. Students with distinction/high distinction had lower HWC scores than those with pass/weak study results. There were no associations among the ALS, ETL, DCU, and HWC with income, number of courses, and part-time jobs. We did not find any associations among the WLC with all participant’s characters (<i>p</i> &gt; 0.05). This information may contribute to improving the Public Health educational environment.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Study environment and teaching–learning activities: a cross sectional study in Vietnam

  • 期刊论文

  • 发表日期：

    2025年9月20日

查看全文
  • Hoa H. Nguyen,
  • Lam T. Huynh,
  • Quan M. N. Huynh

摘要

A cross sectional study of 192 students measured associations of study environment and teaching–learning activities with participant characteristics using the DREEM and ETLQ scales. The SPL, SPT, SPA, SSSP, and total DREEM scores were negatively associated with age (β = −2.08 to −0.20). The SPT scores increased in second- to fourth-year students (β = 3.44 to 8.53), but not for the SPL, SASP, SPA, SSSP, and total DREEM. Participants with normal/little courses had higher SPT scores than those studying a lot β = 2.25 (95% CI 0.39, 4.12), but it was inversely for the SSSP and total DREEM scores. There were no associations of the SPL, SPT, SASP, SPA, SSSP, and total DREEM z-scores with gender, ethnicity, religion, income, general point average, part-time job, permanent address, and current living place (p > 0.05). The ALS and ETL were negative with age (β = −2.58 to −0.10). Men and third-year students had lower DCU scores than women and first-year students. Students with distinction/high distinction had lower HWC scores than those with pass/weak study results. There were no associations among the ALS, ETL, DCU, and HWC with income, number of courses, and part-time jobs. We did not find any associations among the WLC with all participant’s characters (p > 0.05). This information may contribute to improving the Public Health educational environment.