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WORKSHOP TO HW: COMPARE & CONTRAST RESEARCH 1

Analyze Your Research Articles: Compare and Contrast

Harsh Pravinbhai Patel

Department of Computer Science, Monroe College, King Graduate School

KG604: Graduate Research & Critical Analysis

Professor Aditi Puri

2/19/2023

WORKSHOP TO HW: COMPARE & CONTRAST RESEARCH 2

Analyze Your Research Articles: Compare and Contrast

1. What articles have similarities in each section below?

a. Methodology Two studies utilized cross-sectional designs. Jamil et al. (2022) utilized cross-sectional

study design. Similarly, Tsegay et al. (2019) also applied this methodology in their

research. The study by Semwal et al. (2022) also used questionnaires in the process of

conducting their study.

b. Findings All studies indicated that anxiety was common amongst medical students. Tsegay et al.

(2019), Jamil et al. (2022), Shooraj & Mahdavi (2021) and Semwal et al. (2022) Semwal

et al. (2022) showed that test anxiety was significant across both male and female

genders. The studies by both Jamil et al. (2022), Tsegay et al. (2019) and Shooraj &

Mahdavi (2021) showed that anxiety negatively influenced the performance of medical

students. Both Tsegay et al. (2019) and Semwal et al. (2022) showed that there are

different variables such as sleep quality and course load which are associated with the

connection between anxiety and academic performance.

c. Recommendations Jamil et al. (2022), Semwal et al. (2022) and Tsegay et al. (2019) did not provide any

recommendations following the findings from their research. There was no way forward

provided in light of the outcomes from their studies.

2. What articles have differences in each section below?

Aditi Puri
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Aditi Puri
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WORKSHOP TO HW: COMPARE & CONTRAST RESEARCH 3

a. Methodology While Jamil et al. (2022) and Tsegay et al. (2019) applied cross-sectional study designs to

conduct their study, Shooraj & Mahdavi (2021) utilized a different way in applying

systematic reviews to collect data.

b. Findings The findings, though indicative of the significant rates of anxiety, featured differences

across gender. Tsegay et al. (2019) found out that anxiety was substantially higher among

women compared to men. In contrast, Shooraj & Mahdavi (2021) did not find differences

between anxieties across gender. Semwal et al. (2022) did not consider variations across

gender in regards to anxiety while in the research by Jamil et al. (2022) the difference

was insignificant. Whereas Jamil et al. (2022) determined that anxiety was associated

with poorer academic performance, Semwal et al. (2022) did not find a connection

between anxiety and performance of students. Only Tsegay et al. (2019) and Semwal et

al. (2022) considered variables in association with anxiety and academic performance

whereas Shooraj & Mahdavi (2021) and Jamil et al. (2022) did not concentrate on the

influence of specific variables.

c. Recommendations Unlike Jamil et al. (2022), Semwal et al. (2022) and Tsegay et al. (2019) who did not

give any indications in relation to what is recommended following the study that they

conducted, Shooraj & Mahdavi (2021) stated that it is necessary that there is need to

conduct more studies for the purposes of examining the features that are associated with

among both medical and paramedical students. They also recommended the need to

Aditi Puri
what association?
Aditi Puri
which variables?
Aditi Puri
utilized meta analysis

WORKSHOP TO HW: COMPARE & CONTRAST RESEARCH 4

determine the means for addressing anxiety within the academic setting as pertains

medical students.

Aditi Puri
it

WORKSHOP TO HW: COMPARE & CONTRAST RESEARCH 5

References

Jamil, H., Alakkari, M., Al-Mahini, M. S., Alsayid, M., & Al Jandali, O. (2022). The impact of

anxiety and depression on academic performance: a cross-sectional study among medical

students in Syria. Avicenna Journal of Medicine, 12(03), 111-119. doi:10.1055/s-0042-

1755181

Semwal, P., Kumari, R., Rawat, V. S., Aravindan, N., & Dhankar, A. (2022). Psychological and

other Correlates of Academic Performance in Medical Students at a Tertiary Care

Hospital: A Cross-Sectional Study. Indian Journal of Community Medicine, 47(3), 364-

368. doi: 10.4103/ijcm.ijcm_1067_21

Shooraj, M., & Mahdavi, S. A. (2021). A Review on the Effect of Anxiety on Academic

Performance in Medical and Paramedical Students. Tabari Biomedical Student Research

Journal. https://tbsrj.mazums.ac.ir/article-1-3741-en.pdf

Tsegay, L., Shumet, S., Damene, W., Gebreegziabhier, G., & Ayano, G. (2019). Prevalence and

determinants of test anxiety among medical students in Addis Ababa Ethiopia. BMC

medical education, 19, 1-10. https://doi.org/10.1186/s12909-019-1859-5