Naslov
Contribution of secondary education to the success of students attending the Clinical kinesiology module

Autori
Filipović, Vesna ; Kiseljak, Dalibor

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, sažetak, znanstveni

Izvornik
6th Scientific Conference with International Participation: All About People: Challenges for Science and Education / Macuh, Bojan - Maribor : Alma Mater Europaea, 2018, 96-96

ISBN
978-961-6966-29-0

Skup
6. znanstvena konferenca z mednarodno udeležbo Za človeka gre: izzivi za znanost in izobraževanje = 6th Scientific Conference with International Participation All About People: Challenges for Science and Education

Mjesto i datum
Maribor, Slovenija, 09.03.2018. - 10.03.2018

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
secondary education, Clinical Kinesiology module, undergraduate Physiotherapy studies

Sažetak
The aim of the research was to investigate the impact of secondary education on the successfulness of students attending the Clinical Kinesiology module offered within the frame of undergraduate Physiotherapy studies delivered by the University of Applied Health Sciences, Zagreb, Croatia. The sample consisted of 210 first-year undergraduate students attending the Kinesiology module in the academic year 2014/2015, divided into four groups (G1, G2, G3 and G4) based on their secondary education background. The G1 group consisted of students who had completed the Physiotherapy Training School (N=55), the G2 of high school graduates (N=94), the G3 of students who had graduated from the Medical Training School (N=16), and the G4 of students of other secondary education backgrounds (N=45). The guiding hypothesis was that the knowledge of physiotherapy acquired at the secondary schooling level significantly influences the success of first-year undergraduate students attending the Clinical Kinesiology module. Student success (graded from 1 to 5) was evaluated by analysing the results of the preliminary and the final exam in Clinical Kinesiology, taken at the end of the first term and the end of the first academic year, respectively. The results were analysed using the ANOVA. The results of the preliminary exam revealed no significant difference between the groups (F=2.35 ; p=0.07), although G1 and G3 students tended to achieve better results. The analysis of the final exam results showed a significant difference between the groups G1, G2 and G4 (F=5.15 ; p=0.0019), the G2 group thereby achieving better results. In the experience of Clinical Kinesiology lecturers, prior knowledge in physiotherapy and biomedicine facilitates content acquisition and understanding of technical terms. Furthermore, it can be assumed that students having no such knowledge are more motivated to improve their knowledge by virtue of continuous learning. The purpose of this study was to objectify the researchers’ multiyear observations and to contribute to student success by improving the teaching process. The hypothesis that secondary education in physiotherapy significantly influences the success of first-year undergraduate students attending the Clinical Kinesiology module failed to be supported by the research results. The analysis of the preliminary exam results indicates that prior knowledge in physiotherapy and biomedicine does lead to better, although not statistically significantly better, results (G1 and G3). The results of the final exam show the superiority of high school graduates (G2) in acquiring novel knowledge. The results of this study, as well as the results of the research conducted to the same effect on a sample of previous generations of Physiotherapy students (Kiseljak et al, 2012), suggest that the teaching process might be improved by harmonising the secondary schooling curricula. The Clinical Kinesiology lecturers use proper educational methodology in order to solve difficulties caused by differences in student prior knowledge. Future research shall be devoted to other factors assumed to influence student success.

Izvorni jezik
Engleski

Znanstvena područja
Pedagogija

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