Mental Health During the Midterm Period: A Grounded Theory Study
Location
Bell Hall 181
Start Date
28-3-2019 12:30 PM
End Date
28-3-2019 12:55 PM
Type of Presentation
25 minute Scholarly Work Presentation
Proposal for Presentation
This presentation entails a qualitative approach to states of mental health during the midterm testing period among music students. The research is conducted with students within the Music Department at Burman University (Canada) and analyzes the narratives of students’ experiences throughout this time of the term in search of commonalities and emerging themes. Although the midterm can be a stressful testing moment, its placement halfway through the term can signal areas in which students may need extra support from course instructors in preparing for the next significant testing moment—the final exam. When these narratives are addressed intentionally, instructors can adjust instructional methodologies so as to cater specifically for students’ insecurities and areas of weakness, thus ensuring a less overwhelming experience for the classroom at large and potentializing student success in the second half of the term. This presentation suggests ways in which teachers can identify, assess, and address issues of mental health and wellness between the midterm and final exam times.
Mental Health During the Midterm Period: A Grounded Theory Study
Bell Hall 181
This presentation entails a qualitative approach to states of mental health during the midterm testing period among music students. The research is conducted with students within the Music Department at Burman University (Canada) and analyzes the narratives of students’ experiences throughout this time of the term in search of commonalities and emerging themes. Although the midterm can be a stressful testing moment, its placement halfway through the term can signal areas in which students may need extra support from course instructors in preparing for the next significant testing moment—the final exam. When these narratives are addressed intentionally, instructors can adjust instructional methodologies so as to cater specifically for students’ insecurities and areas of weakness, thus ensuring a less overwhelming experience for the classroom at large and potentializing student success in the second half of the term. This presentation suggests ways in which teachers can identify, assess, and address issues of mental health and wellness between the midterm and final exam times.