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Reviewing Strategies for Preparation of 4th Year Nursing Students for Upcoming

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CHAPTER 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the results of the survey on different reviewing strategies that are beneficial for the preparation in taking Nursing Licensure Examination of the 4th year nursing students batch 2010-2011, analysis and interpretation of data.

Sample characteristics

One hundred three Fourth Year Nursing Students of Laguna College Batch 2010-2011, sixty July 2010 Nursing Licensure Examination passers and twenty Clinical Instructors and Administrators completed the questionnaires. Participant characteristics are shown in Figures 4.1, 4.2, 4.3, 4.4 and __________.

[pic]

Figure 4.1. Age Distribution of the 4th Year Laguna College Nursing Students

According to Figure 4.1 the age distribution profile of 4th year nursing students of Laguna College batch 2010 -2011 with a total of 103 taken as population sample has 44% or 45 respondents of age 19 years old and below, 50% or 52 respondents from age 20-25 years old and 6% or 6 respondents from age 26 years old and above.

[pic]
Figure 4.2. Gender Distribution of the 4th Year Laguna College Nursing Students

Figure 4.2 shows that out of the 103 fourth year nursing students taken as sample population, 73 respondents or 75% of the sample population are female and 30 respondents or 25% of the sample populations are male.

[pic]
Figure 4.3. Age Distribution of the July 2010 Nursing Licensure Examination passers

According to Figure 4.3 the age distribution profile of the July 2010 Nursing Licensure Examination passers with a total of 60 respondents taken as population sample has 5% or 3 respondents of age 19 years old and below, 87% or 52 respondents from age 20-25 years old and 8% or 5 respondents from age 26 years old and above.

[pic] Figure 4.4. Gender Distribution of the July 2010 Nursing Licensure Examination passers

Figure 4.4 shows that out of the 60 July 2010 NLE passers taken as the sample population, 34 respondents or 57% of the sample population are female and 26 respondents or 43% of the sample population are male.

Beneficial Factors in Preparation for Nursing Licensure Examination

The first question in Part I read: ‘What are the factors that are beneficial for preparation in taking the Nursing Licensure examination?’ The participant could select all that is applicable from the 9 options available.

[pic]Figure 4.5. Beneficial Factors in Preparation for Nursing Licensure Examination as Perceived by the Fourth Year Nursing Students

Figure 4.5 shows that 93 students considered time management as a beneficial factor in preparing for the Nursing Licensure Examination; 90 students considered reviewing style, 86 students considered study environment, 82 considered physical, emotional, and mental preparation; 76 considered effective clinical instructors; 63 students considered preparation courses and study guide; 55 students considered social support; 55 students considered enrolling in review classes; and 38 students considered technological information gathering as a beneficial factor in preparing for the Nursing Licensure Examination

Reviewing Strategies

This section discusses the reviewing strategies known and being done by the fourth year students and the reviewing strategies done by July 2010 Nursing Licensure Exam board passers during their preparation for the July 2010 NLE.

[pic] Figure 4.6. Different Reviewing Strategies Known by Fourth Year Nursing Students

Figure 4.6 shows that 77 out of 103 respondents are familiar with the silent type of reviewing. This is the most frequently occuring response. Seventy-four respondents are familiar with forming key-words, mnemonics, acronyms, and meaning from suffixes; 65 respondents are familiar with collaborative learning; 59 respondents are familiar with relying on recall and recognition; 55 respondents are familiar with memorization; 53 respondents are familiar with rewriting notes after learning; 49 respondents are familiar with vocalization reviewing; 48 respondents are familiar with elaboration strategies such as summarizing, questioning, and using visual organizers; 46 respondents are familiar with test planning strategies; and 37 respondents are familiar with offered online test, via books, software or workbook reviewer.

[pic]Figure 4.7. Different Reviewing Strategies Being Done by Fourth Year Nursing

Students in Preparation for the NLE

Figure 4.7 shows that 61 out of 103 respondents use the forming keywords/mnemonics/acronyms/meaning from suffixes type of reviewing strategy. This is the most frequently occuring response. Fifty-eight respondents use collaborative learning strategy; 57 use silent reviewing; 53 use elaboration strategies such as summarizing, questioning, and using visual organizers; 50 rely on recall and recognition; 44 use memorization technique; 43 make use of offered online test, via books, software or workbook reviewer; 42 use the vocalization reviewing; 39 do the rewriting notes after learning; and 36 make use of the test planning strategies.

[pic]Figure 4.8. Different Reviewing Strategies Done by the July 2010 NLE Passers

During Their Preparation for the July 2010 NLE

Figure 4.8 shows that 58 out of 60 respondents used the forming keywords/mnemonics/acronyms/meaning from suffixes type of reviewing strategy. This is the most frequently occuring response. Fifty-seven make use of the test planning strategies; 50 used the memorization technique; 49 used elaboration strategies such as summarizing, questioning, and using visual organizers; 48 used the silent reviewing strategy; 46 relied on recall and recognition; 44 used the vocalization reviwiewing strategy; 43 used the collaborative review strategy; 31 did the rewriting notes after learning strategy; and 27 make use of the offered online test, via books, software or workbook reviewer.

| |Silent |Collaborative|
| |Reviewing |Learning |
| | | |
|Do you start preparing for the Nursing Licensure Exam? |61 |42 |
| |93 |10 |
|Do you perceive study habits as the most beneficial factors in preparing for your examinations? |37 |66 |
| |93 |10 |
|Do you prefer to use self reviewing? |46 |57 |
| | | |
|Do you prefer to enroll in review classes? |93 |10 |
| |61 |42 |
|Can you focus on your reviewing while listening to music? |48 |55 |
| | | |
|Do perceive physical and emotional preparation needed before any examination? |86 |17 |
|Is your study area free of noise and distractions? |83 |20 |
|Do you review your lessons with your televisions, cell phones, computers or any gadgets off? |72 |31 |
| |88 |15 |
|Is collaborative learning with your classmates helps you to understand your lessons? | | |
| |97 |6 |
|Is vocalization while reviewing helps you to facilitate with memorizing? |90 |13 |
| |74 |29 |
|Does online learning helps you to improve your reviewing? |55 |48 |
| |55 |48 |
|Does reviewing past tests and lectures improve your test plan strategy? |90 |13 |
| |45 |58 |
|Do you find rationalizing the post examinations interesting? |65 |38 |
| | | |
|Do you have a positive attitude toward your lessons? | | |
| | | |
|Do you limit your vices (if any) when there’s an upcoming examination? | | |
| | | |
|Do you usually cram before an exam? | | |
| | | |
|Do you rely on luck and make guess during examinations? | | |
| | | |
|Do you consider encouragement from families or friends helpful? | | |
| | | |
|Is memorizing keeps your lessons on your long term memory? | | |
|Do you rewrite and tidy up notes after learning? | | |

Table 4.3 Reviewing Strategies Questions

Table 4.3 shows that 61 out of 103 fourth year nursing students of Laguna College starts preparing for the upcoming board exam while 42 out of 103 students still not preparing for the upcoming board. Ninety three out of one hundred three respondents perceived that study habits is the most beneficial factors in preparing for the examination while 10 out of 103 respondents does not perceived study habits is the most beneficial factors in preparing for the examination. Seventy two out of one hundred three respondents prefer to use self reviewing while 31 out of 103 students prefer to enroll in review classes. Forty six out of one hundred three respondents can focus on review while listening to music while 57 out of 103 respondents can’t focus on review while listening to music. Physical and emotional preparation needed before any examination perceived by 93 out of 103 respondents while 10 out of 103 does not perceived physical and emotional preparation needed before any examination. Sixty one out of one hundred three respondents study in an area free of noise and distractions while 42 out of 103 students does not prefer to study in an area free of noise and distractions. Forty eight out of one hundred three respondents do review lessons with television, cell phones, computer or any gadgets off while 55 out of 103 students do not review lessons with television, cell phones, computer or any gadgets off. Eighty six out of one hundred three respondents perceived that collaborative learning with their classmate can help them understand their lessons while 17 out of 103 students perceived that collaborative learning with their classmate can’t help them understand their lessons. Eighty three out of one hundred three students perceived that vocalization while reviewing helps them facilitate to memorize while 20 out of 103 students perceived that vocalization while reviewing can’t helps them facilitate to memorize. Seventy two out of one hundred three respondents perceived that online learning can help them improve their reviewing while 31 out of 103 students perceived that online learning can’t help them improve their reviewing. Eighty eight out of one hundred three respondents perceived that reviewing their past test and lectures can improve their test plan strategy while 15 out of 103 students perceived that reviewing their past test and lectures can’t improve their test plan strategy. Ninety seven out of one hundred three respondents find rationalizing post examination interesting to do while 6 out of 103 students do not find rationalizing post examination interesting to do. Ninety out of one hundred three respondents possess a positive attitude towards learning while 13 out of 103 students do not possess a positive attitude towards learning. Seventy four respondents out of one hundred three limits their vices when there is an upcoming examination while 29 out of 103 students does not limits their vices when there is an upcoming examination. Fifty five out of one hundred three respondents usually experienced cramming before an examination while 48 out of 103 students do not usually experienced cramming before an examination. Fifty five out of one hundred three respondents perceived that they rely on luck and make guess during an examination while 48 out of 103 students perceived that they don’t rely on luck and make guess during an examination. Ninety out of one hundred three respondents considered encouragement from family and friends helpful while 13 out of 103 do not considered encouragement from family and friends helpful.

[pic]
Figure 4.9. Number of Hours Fourth Year Students Spend on Studying Each Day

Figure 4.9 shows that 40% or 41 out of 103 respondents spend 1-2 hours studying outside classes each day. 45% or 46 respondents spend 3-4 hours studying; 11% spend 5-6 hours studying; and 5% reported studying more than 6 hours per day outside class hours.
[pic]
Figure 4.10. Evaluation of the Simulation Exam taken by the Fourth Year Nursing Students

Figure 4.10 shows the result of simulation exam given to the 4th year nursing students’ batch 2010-2011. Fifty-eight percent or 60 out of 103 students passed the simulation exam while 42% or 43 out of 103 failed the simulation exam given.

board exam…...

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