THE RELATIONSHIP
BETWEWEN LEARNING
STRATEGIES AND RAD
BLOCK EXAM RESULTS OF
LEVEL 2 NURSING
STUDENTS
THE RELATIONSHIP
BETWEWEN LEARNING
STRATEGIES AND RAD
BLOCK EXAM RESULTS OF
LEVEL 2 NURSING
STUDENTS
PRESENTED BY:
GROUP 3
CHAPTER 1
1
CHAPTER 1
Rationale
CHAPTER 1
1
Rationale
5
Theoretical Background
CHAPTER 1
1
Rationale
5
Theoretical Background
10
Statement of the Problem
CHAPTER 1
1
Rationale
5
Theoretical Background
10
Statement of the Problem
11
Null Hypothesis
CHAPTER 1
1
Rationale
5
Theoretical Background
10
Statement of the Problem
11
12
Null Hypothesis
Significance of the Study
CHAPTER 1
1
Rationale
5
Theoretical Background
10
Statement of the Problem
11
Null Hypothesis
12
Significance of the Study
16
Scope and Limitations
Research Methodology
CHAPTER 1
Research Methodology
17
CHAPTER 1
Research Design
Research Methodology
CHAPTER 1
17
Research Design
18
Research Environment
Research Methodology
CHAPTER 1
17
Research Design
18
Research Environment
19
Research Respondents
Research Methodology
CHAPTER 1
17
Research Design
18
Research Environment
19
20
Research Respondents
Research Instrument
Research Methodology
CHAPTER 1
17
Research Design
18
Research Environment
19
20
21
Research Respondents
Research Instrument
Data Gathering
RATIONALE
RATIONALE
• Utilization of exams aims to gauge students’ comprehension of
particular concepts after the standard school component of a
course has been fulfilled. RBE, or Rad Block Exam, and other final
examinations are a way for students and instructors to assess
areas on which they need to work
• A learning strategy is a student's method of organizing and
employing a particular set of skills to acquire content or
complete other tasks more effectively and efficiently in academic
environments—these methods of encapsulating knowledge
factor into how a student performs in an exam.
1
RATIONALE
•
According to Neroni et al. (2019),
“Students use different kinds of learning
strategies to reach the same goal: gaining
academic success.”
•
Learning strategies are considered to be
voluntary, intentional acts made by the learner
with the intention of achieving a certain goal
(Alarcon et al., 2019).
2
RATIONALE
• Failure to pass final examinations raises the
likelihood of not progressing to the next year's level;
consequently, retention occurs. It not only causes
mental distress, but it also predisposes to shame
and guilt.
• After the pandemic's peak, the country's classes
gradually returned to the traditional face-to-face
format. It has consequences for students in this
situation.
3
RATIONALE
• Nursing is a difficult job that takes a great deal of effort
and devotion, therefore medical courses might be
stressful. Students who use an effective learning
technique are more likely to get high exam scores and
satisfaction.
• The researchers emphasize the need of studying
these learning techniques established by students in
order to take specific preventive measures in limiting
academic stress and work overload.
4
5
THEORETICAL BACKGROUND
The impact of self-regulated learning on various educational contexts has
been explored in studies by Van Houten-Schat, et al. (2018) and Agarwal,
D., Argalious, M. (2019). The former identified three types of
interventions related to individual, environmental, and social aspects, all
focused on goal setting and monitoring but lacking in self-evaluation
support. The latter found that meta-cognitive abilities are necessary for
efficient self-regulated learning, and five out of the fifteen self-regulated
learning techniques used were statistically significant in boosting test
performance scores among college students. The study also found that
students who frequently used self-regulated learning methods
performed better compared to their peers.
5
THEORETICAL BACKGROUND
6
THEORETICAL BACKGROUND
The nursing theory that connects with Self-regulated learning
theory is Orem's Self-Care Deficit Theory (1971). This theory
focuses on the individual's ability to take care of their own health
through self-care behaviors, which are essential for maintaining
physical and psychological well-being. Like SRL, the theory
recognizes 7 the importance of personal responsibility and active
participation in one's own health and learning process. It stresses
the significance of individuals having control over their own health
and wellness, and being able to monitor and adjust their behaviors
accordingly.
6
THEORETICAL BACKGROUND
7
THEORETICAL BACKGROUND
There are two primary groups within constructivism: radical and social.
The first type of radical constructivism, known as cognitive
constructivism, contends that an individual's subjective interpretation of
their active experience determines how they construct knowledge. The
second type of social constructivism asserts that knowledge is created
via social interaction and that human growth is socially oriented. Jean
Piaget's Constructivism Theory emphasizes the importance of
assimilation and accommodation in building new knowledge. This
theory focuses especially on the value of learning through contact with
oneself or peers which can create new knowledge through existing
ideas and new ideas.
7
THEORETICAL BACKGROUND
8
THEORETICAL BACKGROUND
Connectivism is another learning theory that has gained popularity in recent years
(2005). This theory emphasizes the importance of creating and maintaining
connections between people, knowledge, and ideas. According to connectivism,
knowledge is not contained within individuals but is distributed across networks of
people and resources. In this sense, learning is seen as a process of creating,
maintaining, and using connections to access and interpret information.
Connectivism emphasizes the importance of seeking and connecting to diverse
sources of information, while learning strategies prioritizes the sharing and
cocreation of knowledge. When combined, connectivism and learning strategies offer
a comprehensive approach to learning that values the aggregation of diverse
perspectives and the active construction of understanding in analyzing and studying
ideas towards on aiming a better exam result.
8
THEORETICAL BACKGROUND
9
THEORETICAL BACKGROUND
One nursing theory that connects with the
connectivism theory of learning is Jean
Watson's Theory of Human Caring (1997). This
theory emphasizes the importance of forming a
therapeutic and caring relationship between the
nurse and the patient, and views the patient as
a unique individual with their own experiences,
needs, and knowledge.
9
STATEMENT OF THE PROBLEM
10
STATEMENT OF THE PROBLEM
This study aims to answer the following
questions:
10
STATEMENT OF THE PROBLEM
This study aims to answer the following
questions:
1. What are the demographic profiles of the respondents?
1.1 Age
1.2 Sex
1.3 Previous RBE exam results
2. What were the learning strategies of the level 2 nursing students that are
helpful and effective for them to obtain high scores during exams?
3. Is there a significant relationship between the learning strategies and RBE
results?
4. Based on the RBE results, what programs can be developed to address the
effectiveness of learning strategies among level 2 nursing students?
10
STATEMENT OF NULL HYPOTHESIS
11
STATEMENT OF NULL HYPOTHESIS
HO1
There is no significant relationship
between the learning strategies and
RAD learning block exam results.
11
11
SIGNIFICANCE OF THE STUDY
This study was undertaken to address a current issue in
nursing education. It likewise informs the development of
effective teaching strategies, supports systems for nursing
students, and contributes to the ongoing improvement of
nursing education programs. Learning strategies are an
important aspect that contributes to the student’s academic
performance. It is essential to look at the efficiency of how
learning strategies directly affect the RAD Block Exam.
12
SIGNIFICANCE OF THE STUDY
12
SIGNIFICANCE OF THE STUDY
The findings of this study will be of great benefit to the
following:
The Students. The direct recipients of the output of this study
are the nursing students enrolled in level 2. Through this
survey, students will be aware of the relationship between the
learning strategies and RAD Block Exam. Once they have a
clear grasp of the learning strategies in achieving success at
nursing school, it may enable them to adapt appropriately
during the RAD Block Exam. In addition, the overall research
can also help disseminate the effects of learning strategies on
their academic performance.
12
SIGNIFICANCE OF THE STUDY
12
SIGNIFICANCE OF THE STUDY
The Teachers. The teachers will also benefit from
this study to have awareness of their student’s
learning strategies and will contribute to
formulating better RAD Block Examout comes.
13
SIGNIFICANCE OF THE STUDY
12
SIGNIFICANCE OF THE STUDY
The Parents. The parents will also
benefit from this study in hopes that
through awareness they can provide
supervision
to
their
children’s
learning strategies and how it will
affect their academic performance.
14
SIGNIFICANCE OF THE STUDY
12
SIGNIFICANCE OF THE STUDY
Future Researchers. Future researchers
will also benefit from this study. This may
serve as a guide for future researchers in
gathering information and may 19 also
serve as a foundation for more studies
regarding learning strategies and RAD
Block Exam.
15
SCOPE
AND
LIMITATIONS
16
SCOPE
AND
LIMITATIONS
Scope of the study
This study focuses on the analysis of the
relationship between the learning strategies and
the results of the Rad Block exam of level II nursing
students at Southwestern University PHINMA. The
scope of the study places its emphasis on the
MCN1 - Lecture subject because it was the first
subject during the 2nd year to have its face-to-face
discussion and RBE
16
SCOPE
AND
LIMITATIONS
Scope of the study
This study focuses on the analysis of the
relationship between the learning strategies and
the results of the Rad Block exam of level II nursing
students at Southwestern University PHINMA. The
scope of the study places its emphasis on the
MCN1 - Lecture subject because it was the first
subject during the 2nd year to have its face-to-face
discussion and RBE
Limitations of the study
The study is confined to student nurses who are
enrolled in Southwestern University PHINMA
under the College of Nursing and who had
undergone rad block examination. The learning
strategies they utilized were soon reflected in their
exam results. Furthermore, the limitations in our
study include the limited subjects taken into
account in assessing the students' previous RBE
result.
16
RESEARCH
METHODOLOGY
RESEARCH DESIGN
This study will integrate a quantitative descriptive research design in order to
effectively identify the learning strategies of nursing students and interpret the
relationship between their study habits and RBE exam scores. The data is obtained
through a standardized questionnaire which entails the learning strategies and
reviewing methods of nursing students. It is then analyzed through a statistical
approach in order to determine the relation between the variables used in the
research.
This analytical framework will guide the researchers to successfully acquire
relevant data, conducted through the research methodologies of this study. The
research design will aid in the implementation process of data collection of the
chosen respondents. Consequently, it will allow the researchers to evaluate the
findings and devise a conclusion in an organized and timely manner.
RESEARCH ENVIRONMENT
The research study will be conducted at Southwestern University PHINMA,
which is situated in the southern part of Cebu, Philippines. The University has two
campuses. Urgello Street is where the Main Campus is located, whereas Aznar Road
is where the other campus lies. Southwestern University PHINMA is a private
University and was founded in Cebu City in 1946 with the goal of providing
education in the nation's important growing regions. The Campus is accessible from
any location in Cebu via ground transportation. Southwestern University PHINMA
is well-known across the medical community and also runs the Southwestern
Medical Center. Southwestern University offers a full circle education program by
providing basic education, senior high, undergraduate (including Bachelor of
Science in Nursing), and postgraduate degrees.
18
The proponent selected are 2nd year college nursing students at Southwestern
University PHINMA. Using Slovin’s Formula, the number of participants will be
limited to 300. Before the sample was collected, the researchers first determined
the population of the currently enrolled second year nursing students of
Southwestern University PHINMA. There are one thousand two hundred (1200)
enrolled second year nursing students in the school year 2022-2023. Simple
random sampling will be utilized to gather the research respondents. Slovins’s
formula is used to calculate an appropriate sample size from a population.
Slovin’s formula is used in computing the sample size of the study, having a
result of sample size three hundred (300), with a margin of error 5%, and a
confidence level of 95%. Sampling was created to choose selected individuals
for the research process so they may participate as volunteers. The goal of
sampling is to gather data about the population by using a sampling of some
individuals.
19
Research Instrument
A standardized questionnaire will be used
to assess the participants’ responses in
this research. It will be a questionnaire
that has been statistically tested to
circumvent biases.
20
Data Gathering
To ensure the representativeness of the
sample, the researcher will employ a
simple random sampling technique to
select the participants. The survey will be
administered online using Google Forms
and will take the form of a selfadministered questionnaire.
21
Research Procedure
The researchers prepared a research proposal addressed to the research
adviser and panel of examiners for permission to conduct a study on the
relationship between learning strategies and RAD Block exam results of Level 2
Nursing Students and start gathering data within the Southwestern University
PHINMA.
The preliminary part of the data gathering is the demographic profile of the
respondents and inquiries about the respondents' age, sex, and previous RBE exam
results. Researchers will then be using a standardized questionnaire that provides
reliability, unbiasedness, and validity. It uses a four-point Likert scale, where the
respondents will rate their level of agreement with each statement or question in
one of five categories: never, sometimes, usually, and always
Prior to the distribution of questionnaires, the researchers will deliberately
seek close-ended questions that are relevant to the study and will stimulate related
ideas, the questions will then be modified and expanded upon by the researchers.
The questionnaires will be made in google forms for easier dissemination of the link
through different social media platforms to reach large quantities of level 2 nursing
students of Southwestern University PHINMA.
ETHICAL
CONSIDERATIONS
When conducting research on the relationship between learning
strategies and RAD Block exam results of Level 2 Nursing
students, ethical considerations include obtaining informed
consent from participants, ensuring confidentiality and
anonymity of participants' data, avoiding harm to participants,
and ensuring that the study does not exploit vulnerable
populations.
23