Articles

Beliefs About Protection Against Sexually Transmitted Infections Attributed to Emergency Contraception Among University Students

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Objective: To describe beliefs about protection against sexually transmitted infections (STIs) attributed to oral emergency contraception among university students.

Methods: An observational, cross-sectional, descriptive study included 377 records from a survey conducted in 2025. Responses to a question about protection against STIs, sources of information on contraceptive methods, and demographic characteristics were analyzed. Absolute frequencies and percentages were calculated without hypothesis testing.

Results: Participants included 254 women (67.4%) and 123 men (32.6%). A total of 264 students (70.0%) selected the response indicating no protection against STIs; 113 (30.0%) attributed some protection to the medication. The most frequent misconception was that it protects against vaginal infections (70; 18.6%). The internet was the most frequently reported information source (233; 61.8%), followed by school (92; 24.4%). Among those reporting the internet, 76 (32.6%) selected a response attributing protection against infections.

Conclusions: Three in ten participants attributed protection against infections to emergency contraception. The findings support proposing educational content that distinguishes pregnancy prevention from STI prevention. They do not establish sexual behaviors or causal effects of information sources.

Assessment of The Role of Teaching Methods on Students’ Learning Motivation at Hanoi Capital University

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Learning motivation is one of the key factors influencing students’ academic performance and overall development in higher education. In the context of educational innovation toward competency-based learning, the selection and application of appropriate teaching methods play a significant role in enhancing students’ learning motivation. This study aims to evaluate the role of teaching methods in influencing the learning motivation of students at Hanoi Metropolitan University. A questionnaire survey was conducted with 365 students. The teaching methods examined included classroom discussions, learner-centered teaching, the provision of learning materials, the use of real-life situations, field trips, documentary films, and scientific articles. The collected data were analyzed using descriptive statistics, including frequencies and percentages. The findings indicate that students generally perceive teaching methods as having a positive impact on their learning motivation. Among the methods investigated, the use of scientific articles, the provision of learning materials, and field trips received higher levels of agreement than the other methods. Based on the research findings, several recommendations are proposed for lecturers, the university, and students to enhance the effectiveness of teaching method implementation, thereby strengthening learning motivation and improving the quality of higher education.

The Effectiveness of Task-Based Grammar Activities in Improving English Grammar Proficiency among University Students in a University in Northern Viet Nam

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This study aimed to examine the effectiveness of task-based grammar activities in improving the English grammar proficiency of university students at a university in Viet Nam. Specifically, it compared the grammar performance of students taught through the Task-Based Approach with those taught through the Grammar-Translation Method. The study employed a quasi-experimental pre-test and post-test design involving 60 students, who were divided into an experimental group and a control group, with 30 students in each group. The experimental group was taught grammar through task-based activities, while the control group received instruction through the Grammar-Translation Method. Data were collected using grammar pre-tests and post-tests and were analyzed using mean scores, standard deviation, and t-test procedures. The findings showed that both groups improved after the intervention; however, the experimental group achieved a higher post-test mean score than the control group. The results indicate that task-based grammar activities were more effective in enhancing students’ grammar proficiency, increasing their classroom participation, and promoting more meaningful use of grammatical structures in communication. The study concludes that the Task-Based Approach is a suitable and effective method for teaching English grammar at the university level, particularly in contexts where traditional grammar instruction remains dominant.

Prevalence and Comorbidity of Generalized Anxiety and Depression among Medical Students at Selected Universities in Lusaka, Zambia

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Research shows that medical students suffer from anxiety and depression, which are the 2 biggest mental health disorders, and their health only deteriorates upon entering the medical field. Although studies have been conducted to investigate their existence, very few to none have explored their prevalence and association amongst medical students in Zambia. This study will therefore investigate on the prevalence and comorbidity of both anxiety and depression amongst medical students in Zambia. A cross-sectional study was conducted on 376 medical students from 2 medical universities which were selected using a combination of convenience and voluntary sampling techniques. The Patient health questionnaire was used to assess depression whilst the Generalised Anxiety Disorder Scale was used to assess anxiety amongst medical students. The data was analyzed using both Descriptive statistics, specifically measures of central tendencies and cross-tabulation were used to explain the study participant in relation to study variables. The study employed inferential statistics, specifically, the Pearson’s Product Moment correlation coefficient (r) was used to measure the correlation between anxiety and depression. The study revealed that the prevalence of depression amongst the participants was 68% and the comorbidity of anxiety and depression was found to be 60.4% (p < 0.001). The study revealed high prevalence and comorbidity of anxiety and depression. Universities should collaborate with non-governmental organizations to treat, educate and improve on the management of anxiety and depression among medical students.