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Table 4 Association of effectiveness of this course with teachers, graduate students and organizational factors (n = 440)

From: Evaluation of factors influencing the guide to read biomedical English literature course for Chinese new medical postgraduates—a multiple regression analysis

Measures Teaching effectiveness χ2 P
Yes (n, %) No (n, %)
Teachers factors
 Knowledge level
  High 390(92.9) 9(45.0) 46.236 0.000
  Medium 30(7.1) 11(55.0)   
 Teaching style
  High 297(70.7) 8(40.0) 12.419 0.002
  Medium 116(27.6) 10(50.0)   
  Poor 7(1.7) 2(10.0)   
 Individualized teaching
  High 248(59.0) 6(30.0) 17.644 0.000
  Medium 159(37.9) 10(50.0)   
  Poor 13(3.1) 4(20.0)   
 Logical teaching
  High 333(79.5) 14(70.0) 2.422 0.298
  Medium 83(19.8) 5(25.0)   
  Poor 3(0.7) 1(5.0)   
 Heuristic teaching
  High 279(66.4) 3(15.0) 43.515 0.000
  Medium 128(30.5) 11(55.0)   
  Poor 13(3.1) 6(30.0)   
 Literature difficulty
  High 84(20.0) 6(25.0) 1.256 0.534
  Medium 242(57.6) 10(45.0)   
  Poor 94(22.4) 4(30.0)   
 Bilingual teaching
  Chinese 80(19.3) 3(15.0) 0.231 0.631
  Chinese-English 334(80.7) 17(85.0)   
Student factors
 Gender
  Male 179(97.3) 241(94.1) 2.436 0.119
  Female 5(2.1) 15(5.9)   
 Attitude toward Studying
  Positive 411(97.4) 11(55.0) 78.781 0.000
  Negative 9(2.1) 9(45.0)   
 Times of preview
   < 1 time 3(0.7) 14(70.0) 86.431 0.000
  1 time 94(22.4) 3(15.0)   
  2~3 times 301(71.7) 3 (15.0)   
   > 3 times 20(4.8) 0(0)   
 English level
  CET 4 80(19.0) 4(20.0) 0.011 0.916
  CET 6 340(81.0) 16(80.0)   
Organizational factors
 Management
  High 264(63.0) 7(35.0) 6.608 0.037
  Medium 141(33.7) 11(55.0)   
  Poor 14(3.3) 2(10.0)   
  1. Note: all of the results were used continuity correction of Chi-Square Tests