Examination of the Use of the Self-efficacy Stimulative Scale of e-learning for Physical Therapy Vocational School Students

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  • ONUKI Mutsumi
    Department of Physical Therapy, Chiba-kashiwa Rehabilitation College Physical Therapy Section, Health Sciences Program, Health and Welfare Science Course, Graduate School of International University of Health and Welfare
  • MARUYAMA Hitoshi
    Department of Physical Therapy, Faculty of Health Science, International University of Health and Welfare

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Other Title
  • 理学療法専門学校生におけるｅラーニングの自己効力感促進尺度の活用法の検討
  • リガク リョウホウ センモン ガクコウセイ ニ オケル eラーニング ノ ジコ コウリョクカン ソクシン シャクド ノ カツヨウホウ ノ ケントウ

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Abstract

[Purpose] Our objective was to discover through educational practice a usage for the self-efficacy stimulative scale (SESS) of e-learning for physical therapy vocational school students. [Subjects] The subjects were 40 second-year physical therapy vocational school students. [Method] Based on assessments of SESS made before and after e-learning, we determined the construct scores for each student, and interviewed and performed an intervention for the students with low scores. In addition, all subjects answered a questionnaire, and we confirmed common points and differences and changes by comparison between the questionnaire and the results of the interview and intervention. [Results] For the construct scores, the factor for Sense of Accomplishment ranged from －1.02~0.47 (mean±SD: 0.03±0.35), the factor for Accumulation of Experience ranged from －0.64~0.33 (0.01±0.22), and that for Enquiring Mind ranged from －0.95~0.58 (0.01±0.34). Among the five students interviewed, four answered that they hadn’t sufficiently got to grips with e-learning because they were time-constrained by part-time jobs. From the interviews, we deduced that the 5 subjects had limited knowledge of the utility of a mobile phone as an information device, and after the intervention their SESS increased. [Conclusion] We consider that the SESS for e-learning can be used as a screening assessment method when general e-learning effects begin to appear, in order to identify and perform interventions for students whose self-efficacy is not progressing.<br>

Journal

  • Rigakuryoho Kagaku

    Rigakuryoho Kagaku 26 (5), 607-611, 2011

    The Society of Physical Therapy Science

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