European Journal of Molecular & Clinical Medicine

Background:After Covid-19 Pandemic, there are many elements including academic stress that contribute to psychological problems among medical students. Most importantly, these psychological elements may have an impact on how satisfied they are with their academic success.Aim and Objectives:To study the association between academic stress and academic self-efficacy on academic performance among MBBS and nursing students in the post-COVID-19 pandemic.Methodology:This is a cross‑sectional study and it was conducted via Google Form survey completed by students studying MBBS and nursing students in Erode district.A self-report format was used to collect data from students regarding academic stress, academic self-efficacy, and academic performance.Results:A total of 295 students(33.9% male, 66.1% female) had completed survey. MBBS and nursing students had a moderate level of academic self-efficacy (69.9%), a high level of academic stress.Students' academic stress, self-efficacy, and academic performance were found to be positively correlated (p < .05). The results show that significantly MBBS students’ academic self-efficacy mean score significantly higher than Nursing students (P <0.05). Conclusion:There is a significant association was observed on the levels of Academic Self efficacy versus MBBS and Nursing course students (P<0.05).

Learning and reproducing the contents learnt in the examination is a part of every student’s lifeespecially in professional courses like nursing where the entire curriculum is made concise into 34 years. Making the teaching and learning strategies more student friendly has helped to retain student’s attention andin still in them the interest to learn and perform better. Jigsaw Technique is one of the cooperative learningtechnique in which students equally participate, prepare and lead a group thus learning for themselves as well aspreparing their group. The purpose of this study was to investigate the impact of jigsaw learning technique onnursing students as it is found beneficial in teaching. The technique also helps to revolve the learning materialfor peers in learning process and thereby help to build interpersonal and interactive skills among students

Introduction: Internet was developed to make communication easier, quicker, and to facilitate
safe exchange of information. With ever increasing presence of internet in our work and leisure
related activities the boundaries between functional and dysfunctional internet usage have
become blurred. This study was conducted among medical students in a medical college in North
India with the objective to assess internet behavior pattern, to estimate the prevalence of internet
addiction and whether internet addiction impacts their academic performance. Methods:This
was a cross-sectional study conducted among medical students from a medical college in North
India. Internet Addiction was assessed using Internet Addiction Diagnostic Questionnaire,
developed by K. Young in 1997. This contains 20 questions that examine the symptoms of
internet addiction based upon a five-point Likert scale. Academic performance was assessed on
the basis of Internal & University marks obtained in last one year. Results: The study shows that
internet addiction is very common among medical students with 44.2% of medical students
having some level of addiction. Mild addiction was observed in 21.9% students with 13.1% &
9.2% of them having moderate and severe internet addiction respectively. Being Male, using
internet mostly for entertainment, starting to use internet at younger age, longer hours of internet
usage & more frequent use of it everyday were found to significantly impact levels of internet
addiction. It also had a significantly detrimental impact on academic performance.Conclusion: A
substantial number of students had internet addiction with negative impact on academic
performance. Immediate measures such as early diagnosis and management need to be taken to
safeguard their educational progress and long-term career goals

The purpose of this study was to develop a Constructivist Blended Instructional Paradigm, called as CBIP, for enhancing teaching effectiveness among prospective teachers in teacher preparation and academic performance of learners in schools. The CBIP is a harmonious blend of all pedagogical approaches (behaviorist, cognitivist and constructivist) and technology in a balanced and pragmatic manner. Theoretically, Advanced Curriculum Model of Cognitive Learning (ACMCL) which was developed in National Council for Educational Research and Training, New Delhi and experimented upon in RIEs especially in Mysore and Ajmer guided the integration process in CBIP. Constructivist Blended Instructional Paradigm draws the best from all available resources as per the Indian context & circumstances. In this, knowledge is created situationally, by using contextual support matching with the text book content. In this way, it is a blending of traditionalism and modernism, a harmonious practical combination of East & West. Thus, this paradigm is operationally defined and empirically verified as Constructivist Blended Instructional Paradigm (CBIP). The main emphasis was to develop appropriate blends and define the role of both teacher and learners in the execution of these blends. The CBIP was found to be efficacious as it has improved teaching effectiveness of prospective teachers and academic performance of learners. This model opens plenty of possibilities to solve some of the prevailing problems of Indian Education System.

The study in hand was conducted to explore the connection between study habits and academic performance of secondary school students across various schools in the city of Ludhiana. A predictive study was run to understand the contextual importance of the variables of study habits and academic performance. For the purpose of this study a sample of 120 students (60 males and 60 females) were each chosen randomly from the schools. The age range of students was 13-16 years (mean age = 14.55 years for males and 14.15 years for females). The data was analysed using correlation and t-test. Results revealed a negative correlation between study habits and academic performance (r= -0.32), whereas, through t –test it was confirmed that there is a significant difference between study habits and academic performance (p < .05), although no significant gender differences were observed between the two variables.