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首页> 美国卫生研究院文献>Journal of Animal Science >PSVI-5 Undergraduate success in animal science courses based on demographics motivation and online courses
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PSVI-5 Undergraduate success in animal science courses based on demographics motivation and online courses

机译：基于人口统计学动机和在线课程的PSVI-5在动物科学课程中的本科成功

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A deeper understanding of student demographics, motivation, and outlook of online vs. face to face courses in Animal Science is needed to allow educators to facilitate greater student success. The purpose of this study was to investigate student factors which effected their final course grades. The following courses were surveyed at the University of Nebraska-Lincoln Animal Science Department: Animal Products (ASCI 210), Anatomy and Physiology of Domestic Animals (ASCI 240), Introduction to Companion Animals (ASCI 251), Companion Animal Behavior (ASCI 271), Companion Animal Nutrition (ASCI 321), Equine. Nutrition (ASCI 322), Equine Reproduction (ASCI 342), Animal Welfare (ASCI 370), Processed Meats (ASCI 410), (n = 139). The survey utilized a 5 part likert-type scale; (1) strongly disagree, (2) disagree, (3) don’t know, (4) agree, (5) strongly agree with questions measuring student motivation in scales of intrinsic motivation, self-determination, self-efficacy, career motivation, and grade motivation. Additional questions relating student demographics (gender, ethnicity, experience, area of study, e.g.) were included. Survey analyses and student final course grades were analyzed by Spearman Correlation Coefficients to observe correlations and p-values of student demographics, motivation, and online vs. face to face student success. Students with increased motivation in self-efficiency, self-determination, and grade motivation showed a tendency of higher final course grades. No significant correlations were found in student demographics with final course grades. The method delivery, face to face (n = 101) or online (n = 38) had no difference in final course letter grades. These data indicate student final grades appeared to be influenced greater by certain motivations, rather than demographics or methods of delivery. The results of this study will allow educators to identify motivators, to increased success in student learning in Animal Science.
机译：对学生人口统计，动机和在线的展望更深入地了解动物科学的面对面课程，以允许教育者促进更高的学生成功。本研究的目的是调查其最终课程成绩的学生因素。内布拉斯加州林肯大学动物科学部门调查了以下课程：动物产品（ASCI 210），家畜解剖和生理学（ASCI 240），伴侣动物介绍（ASCI 251），伴侣动物行为（ASCI 271） ，伴侣动物营养（ASCI 321），马。营养（ASCI 322），马繁殖（ASCI 342），动物福利（ASCI 370），加工肉（ASCI 410），（n = 139）。调查利用了5份李克特型比例; （1）强烈不同意，（2）不同意，（3）不知道，（4）同意，（5）强烈同意测量学生动机的质量，自我决定，自我效能，职业动力和等级动机。包括学生人口统计数据（性别，种族，经验，学习领域）的其他问题。 Spearman相关系数分析了调查分析和学生最终课程等级，以观察学生人口统计，动机和在线与面对学生成功的相关性和P值。提高自我效率，自决和级动机的动机的学生表明，最终课程等级的趋势。在学生人口统计学中没有发现显着的相关性，最后课程等级。方法递送，面对面（n = 101）或在线（n = 38）在最终课程中的差异没有区别。这些数据表明学生最终成绩似乎受到某些动机的影响更大，而不是人口统计或交付方法。本研究的结果将允许教育工作者识别动机，以增加动物科学学生学习的成功。

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