Effect of online classes on the affective learning of medical students / Janella Joyce C. Asinas, Adalia May P. Bautista, Charize Ann SJ. Buenavista, Fritz Ivy C. Calata, Phinkie R. Cardenas, Jaquelyn K. Chua, Trishia Jairah S. Chua, Almira Isabel C. Clarito, Ann Jasmine Y. Dela Cruz, Jessica T. Diaz, Julie P. Diwas, Athina Karla T. Duyan, Hannah Selina V. Fortes, Mark Joseph D. Gabriel, Summer Marionne F. Gaite, Edlene Claire Haber, Izac Franz M. Madrilejo, Namahig Asa A. Mahiwo, Miguel S. Marquez and Victoria Leonesse O. Mojica.

By:

Section J Group 1

Contributor(s): Language: english Publication details: Fairview, Quezon City: Department of Community and Family Medicine, FEU-NRMF, 2020.Description: 29 pages: tables; 28 cmContent type:

text

Media type:

unmediated

Carrier type:

volume

Subject(s):

LOC classification:

M CFM 2020 0035

Summary: Abstract: Online teaching was utilized by schools to adapt to the Covid-19 pandemic. New challenges were presented to students, not only on physical and mental learning but affective learning as well. This study was done to describe the effects of online classes on the affective learning of medical students. A descriptive cross-sectional study was conducted among regular medical students who were enrolled in FEU-NRMF during the 1st Semester of AY 2020-2021 and were chosen through a probability simple random sampling. An adapted 19-item questionnaire divided into Receiving, Responding, Valuing and Commitment were given, and the descriptive statistics were analyzed using a 4-point Likert scale. Affective learning of different medical students have been influenced by online learning. Receiving domain: more students were anxious and distracted but a greater number of students were still interested in the lecture topics. Responding domain: a large number of participants were not confident in their learning and participation in class while a greater number of students were more confident in small group discussions and can easily participate in group works. Valuing domain: majority of respondents feel that they have inadequate time for class preparation and studying but most agree that online materials are effective for them. Commitment domain: most students understand the topics being discussed but majority feel that their performance in examinations is not better in online classes. A larger number of participants would prefer not to continue online classes and are also not comfortable having classes in their own homes. From the data gathered, it can be inferred that the affective learning of a greater number of students were affected in a less positive way. More students were anxious and were not satisfied and confident with their performances in online classes. Majority of the participants preferred not to continue learning in online classes.

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Holdings
Item type	Current library	Call number	Status	Date due	Barcode
Room Use	Far Eastern University - Nicanor Reyes Medical Foundation Theses	M CFM 2020 0035 (Browse shelf(Opens below))	Available		T002246

Includes appendices and bibliographical references.

Abstract: Online teaching was utilized by schools to adapt to the Covid-19 pandemic. New challenges were presented to students, not only on physical and mental learning but affective learning as well. This study was done to describe the effects of online classes on the affective learning of medical students. A descriptive cross-sectional study was conducted among regular medical students who were enrolled in FEU-NRMF during the 1st Semester of AY 2020-2021 and were chosen through a probability simple random sampling. An adapted 19-item questionnaire divided into Receiving, Responding, Valuing and Commitment were given, and the descriptive statistics were analyzed using a 4-point Likert scale. Affective learning of different medical students have been influenced by online learning. Receiving domain: more students were anxious and distracted but a greater number of students were still interested in the lecture topics. Responding domain: a large number of participants were not confident in their learning and participation in class while a greater number of students were more confident in small group discussions and can easily participate in group works. Valuing domain: majority of respondents feel that they have inadequate time for class preparation and studying but most agree that online materials are effective for them. Commitment domain: most students understand the topics being discussed but majority feel that their performance in examinations is not better in online classes. A larger number of participants would prefer not to continue online classes and are also not comfortable having classes in their own homes. From the data gathered, it can be inferred that the affective learning of a greater number of students were affected in a less positive way. More students were anxious and were not satisfied and confident with their performances in online classes. Majority of the participants preferred not to continue learning in online classes.

Thesis - Department of Community & Family Medicine

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