Creative teaching and learning approach as a learner-centered strategy in the instruction of nursing courses / Ma. Teresa S. Abila 6

Thesis (M.A.) -- Pamantasan ng Lungsod ng Maynila, Intramuros, Manila, 2003.;A thesis presented to the faculty of Graduate School of Arts, Sciences, Education, and Nursing, Pamantasan ng Lungsod ng Maynila in partial fulfillment of the requirements for the degree of Master of Arts in Nursing. 56

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ABSTRACT. The study aimed to assess the creative teaching learning approach as a classroom learner-centered strategy in the instruction of nursing courses. Specifically, it sought to answer the following questions: 1. How do the respondents perceived creative teaching learning approach being utilized in the classroom in terms of the following factors: 1.1 Psycho-social 1.2 Instructional 1.3 Educational 2. What are the problems encountered by the respondents when utilizing creative learning approach in the classroom? 3. How do the respondents perceived the creative teaching learning approach as a learner-centered strategy based on the following domains: 3.1 Student 3.2 Teacher 3.3 Course Syllabus 4. Is there a significant relationship between the perceptions of the faculty and that of the students regarding creative teaching learning approach as a learner-centered strategy? 5. What protocol can be developed for Creative Teaching Learning Approach as a Learner-Centered Strategy to improve the instruction in nursing courses? Pamantasan ng Lungsod ng Maynila College of Nursing Full time faculty and their second year to fourth year students were the participants of the study. Descriptive research was the method adopted and questionnaire was used as tool. Two sets of questionnaire were created, one for the faculty and one for the students. It is based on the concepts and principles discussed in the related literature and studies. Five-point Likert scale was utilized by the respondents in answering the questionnaire. Purposive sampling technique was used to select the respondents based on the criteria set. All of the fourteen (14) full time faculty passed the criteria while for the students, two-hundred seventy-seven (277) qualified and automatically became respondents. However, only two-hundred forty-three were retrieved and considered due to lost and incomplete filing of data Moreover, for the statistical treatment of data, weighted mean and Spearman's Rho Rank Order Correlation Coefficient was utilized. Based on the findings of the study, it was revealed that the respondents have a very high level of perception on creative teaching and learning approach being utilized in classroom in all of the three factors: psycho-social, instructional, and educational. There are no problems encountered by the respondents when utilizing this approach in classroom, however, characteristics with lowest weighted means were considered as potential problems. Moreover, the respondents also have a very high level of perception on the three domains (student, teacher, and course syllabus) of creative teaching learning approach as a learner-centered strategy. Hence, it was inferred that there is no significant relationship between the perceptions of the faculty and that of the students regarding creative teaching learning approach as a learner-centered strategy. Based on the perceptions of the respondents, a protocol for creative teaching learning approach as learner-centered strategy was developed with the main objective of improving the instruction of nursing courses. It described the characteristics of the three main domains in classroom: student, teacher and course syllabus and served as guidelines in classroom practices. Therefore, the following were the conclusions formulated: 1. There is a moderate disagreement between the perceptions of the students and the faculty toward creative teaching learning approach as a learner-centered strategy in the student domain. 2. There is very low correlation between the perceptions of the students and the faculty toward creative teaching learning approach as a learner-centered strategy in the teacher domain. 3. There is moderate correlation between the perceptions of the students and the faculty toward creative teaching learning approach as a learner-centered strategy in the course syllabus domain. The following are the recommendations made: 1. Nursing faculty - the protocol made serve as guidelines for their classroom practices taking into consideration the value of creative teaching learning approach as medium of instruction with the utilization of learner-centered strategy as the key element of learning experiences. 2. Nursing administrators - may do some modifications and revisions on the formulated protocol that would fit the need of the college before it can be implemented that would further improve the quality of education. The administrators may conduct seminar-workshop on different teaching learning approaches and learning strategies that would further improve the protocol and the competencies of the faculty as well as the students. 3. University officials - university officials and college deans to the utilize of the protocol made in other field of disciplines. 4. Future researchers - future study on the significance of creative teaching learning approach as learner-centered strategy, may be done to improve the teaching-learning process in an educational environment. It is recommended that the approach be tested in other disciplines of study on creative teaching learning approach and the traditional classroom approach may also be conducted to further assess the benefits the creativity can offer in the academe.

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