Effect of national examination grade on longitudinal self-directed learning readiness in physical therapy students and characteristics of academic performance and self-directed learning readiness of those who scored lower on the national examination

Abstract

Objective: The purpose of this study was to investigate the effect of national examination grade on longitudinal self-directed learning readiness (SDLR) in physical therapy students and the academic performance and SDLR characteristics of those who scored lower on the national examination. Method: The study used a retrospective, longitudinal design. The participants were students at a three-year physical therapy professional training college. Based on the median national examination score, they were classified into two groups. A comparison between the two groups and two-way repeated measures analysis of variance were performed. Results: The national examination low score group (<198 points, n=16) showed significantly lower high school grades and academic performance at this professional training college compared to the high score group (≥198 points, n=19) (p<0.05). A two-way analysis of variance showed a main effect of the national examination on SDLR (p=0.024). In the comparison of SDLR between the two national examination groups, a significant difference was found in the third year (p=0.039). A comparison of the detailed SDLR scale items in the third year between the two groups showed a significant difference in total score and “self-management,” “solving problems systematically,” “learning systematically,” and “want to know the reason” (p<0.05). Conclusion: A clear association between longitudinal SDLR and the national examination in physical therapy students was shown. In addition, the national examination low score group had poorer academic performance and lower scores on some SDLR items than the high score group.