Background & Aim
One of the most important educational concerns in the past few years has been the effective presence of students in theoretical classes. Classroom attendance is an opportunity for learning and reducing student dropouts. This study aimed to determine the effective factors of the presence of students in theoretical classes from the perspective of dental students of Gilan University of Medical Sciences, Rasht, Iran.
Materials & Methods
This descriptive, analytical, and cross-sectional research was conducted on 112 dental students, selected via census sampling. Data were collected using the standard questionnaire of effective factors of the students in the classroom (20 items). Data analysis was performed in SPSS version 21 using descriptive and inferential statistics (independent t-test and ANOVA) at the significance level of P<0.05.
In this study, mean age of the subjects was 22.7±2 years. In addition, 55.4% of the subjects (N=62) were male and 49.1% (N=55) were local students. The highest mean scores were related to the dominance of professors over the course content, proper teaching method, interest in the course topics, and application of contents presented in actual situations, respectively. In addition, among the factors affecting the presence of students in theoretical classes, the highest mean score was reported for issues related to students. According to the results, there was a significant relationship between academic year and the field of factors related to the professor (P<0.05).
Scientific proficiency of professors, teaching method and interests of students were among the effective factors of the presence of students in theoretical classes.