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The Relationship between Virtual Classrooms and Academic Performance among Nursing Students in a University of Costa Rica Biochemistry Course
Relación entre el uso del aula virtual y el rendimiento académico en estudiantes del curso de Bioquímica para Enfermería de la Universidad de Costa Rica

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  • Additional Information
    • Publication Information:
      Facutad de Educación, Universidad de Costa Rica, 2019.
    • Publication Date:
      2019
    • Abstract:
      This study examines the relationship between the use of virtual classrooms and student academic performance as analyzed in a Biochemistry course for nursing students at the University of Costa Rica (UCR) Medical School. An initial retrospective study which reviewed the course minutes recorded from 2000-2017 was done. No statistically significant differences were observed (t-test, α = 0.05) in the percentage of students who passed the course prior to 2009 (70% passing rate) versus afterwards (59.5% passing rate) with the use of virtual classrooms. A cross-cutting analysis was then conducted which assessed the correlation between student grades for each exam after they used the virtual classroom (n=55) during the second semester of 2017. No statistically significant correlations were observed with regards to student grades and frequency of virtual classroom visits (paired t-test, α = 0.05). Subsequent testing did, however, reveal a slight grade increase. Finally, the possible reasons for minimal impact of the virtual classroom on this course are discussed in addition to reconsidering pedagogical strategies by increasing printed text linear reading and teaching activities in the classroom. El objetivo de este estudio fue investigar la relación entre el uso del aula virtual y el rendimiento académico en el curso de Bioquímica para Enfermería que imparte la Escuela de Medicina de la Universidad de Costa Rica (UCR). Un primer análisis fue de carácter retrospectivo mediante la revisión de las actas de notas de los cursos impartidos durante el período 2000-2017. No se observó una diferencia estadísticamente significativa (prueba t-Student, α = 0.05) en el porcentaje de aprobación del curso entre antes (70 %) y después (59.5 %) del año 2009, fecha en la que se comenzó a utilizar el aula virtual. Un segundo análisis fue de carácter transversal mediante la correlación entre la nota obtenida en las evaluaciones y el uso del aula virtual por cada estudiante (n=55) en el curso ofrecido durante el segundo ciclo lectivo de 2017. Para el primer examen de dicho curso no se observó una correlación estadísticamente significativa entre la nota y la cantidad de veces que cada estudiante utilizó el aula virtual (prueba t-pareada, α = 0.05); para las evaluaciones siguientes la correlación se incrementó, pero fue baja. Finalmente, se discuten las posibles razones del aparente bajo impacto que el uso del aula virtual ha tenido en este curso y la conveniencia de replantearse la estrategia pedagógica incrementando las lecturas lineales de textos impresos y las actividades docentes en el aula.
    • File Description:
      application/pdf; application/zip
    • ISSN:
      2215-2644
      0379-7082
    • Accession Number:
      10.15517/aie.v5i1.9118
    • Accession Number:
      10.15517/aie.v11i4.10234
    • Accession Number:
      10.15517/aie.v9i2.9545
    • Accession Number:
      10.15517/revedu.v34i1.499
    • Accession Number:
      10.15517/aie.v2i1.8466
    • Accession Number:
      10.15517/revedu.v26i1.2873
    • Accession Number:
      10.15517/revedu.v26i2.2907
    • Accession Number:
      10.15517/aie.v14i1.13211
    • Accession Number:
      10.15517/aie.v9i1.9381
    • Accession Number:
      10.15517/aie.v10i2.10122
    • Accession Number:
      10.15517/aie.v12i1.10254
    • Accession Number:
      10.15517/revedu.v41i2.18477
    • Accession Number:
      10.15517/aie.v12i1.10258
    • Accession Number:
      10.15517/aie.v10i3.10151
    • Accession Number:
      10.15517/aie.v8i2.9330
    • Accession Number:
      10.15359/ree.22-1.2
    • Accession Number:
      10.15517/aie.v13i3.12038
    • Accession Number:
      10.15517/revedu.v29i2.2239
    • Accession Number:
      10.15517/aie.v3i1.9009
    • Accession Number:
      10.15517/aie.v15i3.21072
    • Accession Number:
      10.15517/revedu.v31i1.1252
    • Accession Number:
      10.15517/aie.v7i4.9300
    • Accession Number:
      10.15517/revedu.v31i1.1255
    • Accession Number:
      10.15517/aie.v1i1.8457
    • Accession Number:
      10.15517/aie.v5i1.9121
    • Accession Number:
      10.15517/aie.v1i1.8459
    • Accession Number:
      10.15517/revedu.v43i2.32723
    • Accession Number:
      10.15517/aie.v10i3.10146
    • Accession Number:
      10.15517/aie.v11i4.10227
    • Accession Number:
      10.15517/revedu.v32i1.525
    • Accession Number:
      10.15517/aie.v11i4.10228
    • Accession Number:
      10.15517/aie.v14i2.14801
    • Accession Number:
      edsair.od......3056..07b7c88c1fe3f8d48d9df2cf726e8b03
  • Citations
    • ABNT:
      GRANADOS ZÚÑIGA, J. The Relationship between Virtual Classrooms and Academic Performance among Nursing Students in a University of Costa Rica Biochemistry Course. [s. l.], 2019. DOI 10.15517/aie.v5i1.9118. Disponível em: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsair&AN=edsair.od......3056..07b7c88c1fe3f8d48d9df2cf726e8b03&custid=s8280428. Acesso em: 7 ago. 2020.
    • AMA:
      Granados Zúñiga J. The Relationship between Virtual Classrooms and Academic Performance among Nursing Students in a University of Costa Rica Biochemistry Course. June 2019. doi:10.15517/aie.v5i1.9118
    • APA:
      Granados Zúñiga, J. (2019). The Relationship between Virtual Classrooms and Academic Performance among Nursing Students in a University of Costa Rica Biochemistry Course. https://doi.org/10.15517/aie.v5i1.9118
    • Chicago/Turabian: Author-Date:
      Granados Zúñiga, Jorge. 2019. “The Relationship between Virtual Classrooms and Academic Performance among Nursing Students in a University of Costa Rica Biochemistry Course,” June. doi:10.15517/aie.v5i1.9118.
    • Harvard:
      Granados Zúñiga, J. (2019) ‘The Relationship between Virtual Classrooms and Academic Performance among Nursing Students in a University of Costa Rica Biochemistry Course’. doi: 10.15517/aie.v5i1.9118.
    • Harvard: Australian:
      Granados Zúñiga, J 2019, ‘The Relationship between Virtual Classrooms and Academic Performance among Nursing Students in a University of Costa Rica Biochemistry Course’, viewed 7 August 2020, .
    • MLA:
      Granados Zúñiga, Jorge. The Relationship between Virtual Classrooms and Academic Performance among Nursing Students in a University of Costa Rica Biochemistry Course. June 2019. EBSCOhost, doi:10.15517/aie.v5i1.9118.
    • Chicago/Turabian: Humanities:
      Granados Zúñiga, Jorge. “The Relationship between Virtual Classrooms and Academic Performance among Nursing Students in a University of Costa Rica Biochemistry Course,” June 4, 2019. doi:10.15517/aie.v5i1.9118.
    • Vancouver/ICMJE:
      Granados Zúñiga J. The Relationship between Virtual Classrooms and Academic Performance among Nursing Students in a University of Costa Rica Biochemistry Course. 2019 Jun 4 [cited 2020 Aug 7]; Available from: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsair&AN=edsair.od......3056..07b7c88c1fe3f8d48d9df2cf726e8b03&custid=s8280428