Using the Theory of Planned Behavior to Evaluate Factors That Influence PharmD Students' Intention to Attend Lectures

Measuring Pharmacy Student Engagement in a Pharmacotherapy Course With Required Attendance

OBJECTIVE

This study aimed to evaluate student engagement in a pharmacotherapy course with required attendance, identify intervals where students were most and least likely to be engaged, and assess student perceptions of the importance of engagement.

METHODS

In 2022, the pharmacotherapy course faculty implemented a graded attendance policy. A survey instrument was developed to gauge student engagement throughout in-class sessions and included 3 questions regarding engagement to determine whether students were on-task, off-task-related, or off-task-unrelated. Each week throughout the semester, students were randomly surveyed for a beginning, middle, and end time point. A second survey was utilized to collect perception data from students regarding attendance and engagement. The perception survey was released during the midpoint of the semester and at the end of the semester.

RESULTS

The overall attendance rate was 91.1% (SD 4.64%) for the semester. Generally, students reported being on-task when surveyed. The average weekly tasks rates were 77.7% on-task, 15.8% off-task-related, and 6.5% off-task-unrelated. For the perception survey, both time points had a high response rate (82.8% midpoint survey, 77.1% end of semester). Most students had positive perceptions regarding mandatory attendance, engagement, and pre-class preparation.

CONCLUSION

This study endorses high levels of student engagement in a pharmacotherapy course with required attendance. In addition, student perceptions were generally positive regarding required attendance. Future investigations need to be completed on the non-performance benefits of attending classes.

Actual uptake pursuance analysis of certification examination among industrial engineers in the Philippines: A TPB-PVT approach

The demand for Industrial Engineers across the globe is significantly increasing and professional certifications give advantage in the job marketplace. The Philippine Institute of Industrial Engineers (PIIE) - Industrial Engineering Certification Board facilitates the conferment of the Certified Industrial Engineer (CIE) in the Philippines. The goal of this study was to determine the factors affecting the intention IEs in the Philippines to take the CIE examination using an integration of the Perceived Value Theory and the Extended Theory of Planned Behavior. The research data were collected through an online distributed survey questionnaire to 690 graduating students and graduates from private and public universities across the Philippines. Employing a variance-based partial least squares structural equation modeling, the different significant variables and factors were assessed holistically. It was seen that attitude, perceived behavioral control, subjective norms, and understanding of the CIE examination have significant positive effects to intent to take the CIE examination and becoming a CIE. The perceived benefits and positive emotions brought by becoming a CIE significantly affects the attitude and behavior. This study also confirmed that the higher the perceived return on investment, the more the IEs will take the CIE examination. Moreover, demographic characteristics were identified to correlate and are significant among different variables. As a reflection, the findings and the integrated framework can be utilized in future studies related to development, career pathing, lifelong learning, and other related professional education.

Using a volitional help sheet to increase university students' attendance at synchronous online lectures: A randomized controlled trial

BACKGROUND

A volitional help sheet (VHS) is an intervention for promoting implementation intentions. This study was the first to test the effectiveness of a VHS for increasing university students' lecture attendance.

AIMS

To develop a VHS to increase university students' lecture attendance and test its effectiveness at increasing the proportion of lectures attended, and promoting the maintenance of lecture attendance, over an 11-week teaching semester.

SAMPLE AND METHOD

One hundred and seventy-eight undergraduate students enrolled in a psychology degree programme were allocated at random to a VHS or active control condition. Prior to intervention, measures of goal intention to attend lectures and trait conscientiousness were collected using self-report, online questionnaires. Over the following 11-week teaching semester, attendance at synchronous (live) online lectures was measured.

RESULTS

The VHS condition attended a greater proportion of lectures and maintained their lecture attendance for longer than did the active control condition. These effects were not sensitive to underlying goal intentions, although the sample means on the measures of goal intention were approaching ceiling. Trait conscientiousness increased the effects of the VHS on the proportion of lectures attended.

CONCLUSIONS

VHSs constitute useful interventions for increasing and maintaining university students' lecture attendance.

A survey of college students' willingness to participate in social practice with perceived environmental support based on the applied mixed research method

Contemporary social reform promotes rapid social transformation, and social practice has a special educational function in higher education. However, research shows weak willingness to participate in social practice among college students. Using the mixed research method, 438 completed questionnaire surveys on perceived environmental support were collected from college students. The influence of perceived environmental support on Chinese college students' willingness to participate in social practice was analyzed using partial least squares structural equation modeling, and an empirical test was conducted. The findings are as follows: (1) Perceived environmental support significantly impacts students' participation attitude and perceived behavioral control. (2) Participation attitude and perceived behavioral control significantly influence participation intention, but behavioral norms have no significant influence. (3) Participation intention and perceived behavioral control significantly influence actual behavior. This study provides the theoretical basis of perceived environmental support for future research on social practice participation intention and offers some theoretical guidance for the implementation of social practice in China.

The Literacy-Based Scale for Measuring Reflections on a University Social Responsibility Curriculum: Development and Validation

University Social Responsibility (USR) enhances educational development and the impact of universities on society. As a stakeholder in USR, it is imperative to develop a comprehensive literacy scale that reflects the development of students’ citizenship in social engagement. Thus, this study aims to develop and validate the Health Promotion Literacy-based Scale for students in USR (HPLS-USR). A total of 200 students from USR with an average age of 19.27 participated in the study. The Exploratory Factor Analysis (EFA) was used to verify the scale’s construct validity. Twenty-two items were maintained in EFA with an internal consistency Cronbach’s α of 0.92. Construct validity was supported by EFA results, confirming that the four-factor structure of the 22-item scale (personal growth, responsibility of citizenship, social interaction, and intellectual growth) have reasonable correlations to each other, explaining 61.83% of the variance in the scale. The Kaiser–Meyer–Olkin index values of 0.908 and Bartlett’s Test of Sphericity (p = 0.001) verified the normal distribution of the EFA and the adequacy of the EFA sampling. These items achieved adequate factor loadings ranging between 0.44 and 0.82. This study demonstrated that the HPLS-USR has satisfactory construct validity and reliability in measuring students’ literacy abilities developed in USR participation.