The effects of audio-visual methodology of teaching in nursing management and its implications to learning / Arnold U. De Leon. 6

Thesis (M.A.) -- Pamantasan ng Lungsod ng Maynila, Intramuros, Manila, 1998.;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 determined the effectiveness of audio-visual methodology of teaching at Emilio Aguinaldo College in facilitating students' learning of Quality Assurance in Professional Nursing Practice in Nursing Management. Answers were sought to the following specific questions: 1. What is the socio-demographic profile of the respondents in terms of: 1.1 Age 1.2 Gender 1.3 Ethnicity 1.4 Socio-economic status? 2. How effective is the use of video instructional materials on students' learning of Quality Assurance in Nursing Practice in Nursing Management? 3. Is there a significant difference between the posttest results of students exposed to audio-visual methodology utilizing video instructional material and students exposed to conventional teaching methodology using lecture-discussion method? 4. What are the effects of the use of video instructional material in Nursing Management in terms of facilitation of learning of Quality Assurance in Professional Nursing Practice? 5. What are the problems encountered by the respondents with regard to the use of video instructional material? 6. To what extent do the encountered problems affect the effectiveness of the use of video instructional material on their learning? This study was conducted from August to October 1998 utilizing the experimental posttest design. The subjects of the study were 82 fourth year students presently enrolled in Nursing Management school year 1998-1999 at Emilio Aguinaldo College. They were grouped into two: one group was exposed to audio-visual methodology (experimental group) and the other group to conventional teaching methodology (control group). Simple random sampling technique using lottery was utilized after they have been grouped based on the categorized general weighted average (GWA) on their nursing subjects. The achievement test and rating scale were used to collect the data. Groups of respondents were exposed either to the audio-visual methodology utilizing video instructional material or to the conventional teaching methodology using lecture-discussion method (the independent variables). The independent variables were done simultaneously at Fundamental Theaters with the same duration of exposure to the topic understudy. After their exposure, posttest (the dependent variable) was administered to both groups of respondents at the same time. A rating scale was also administered to the experimental group to determine the effects of audio-visual methodology on their learning, the problems comprising its use, and the extent how such encountered problems affect the students learning. Results showed that there is no significant difference between the posttest results of students exposed to conventional teaching methodology. The respondents view the effects of audio-visual methodology to their learning, according to indicators in general, as positive except those that concern the absence of a facilitator in AVR, problem solving skills is not stimulated, students tend to become passive learner, and video viewing is boring are interpreted as negative. These identified problems are considered to highly affect their learning except the problem that concern stimulation of problem solving skills as affected. The researcher would like to recommend the following: 1. A follow-up study should be undertaken to include the socio-demographic profile of the respondents on their learning to determine if the socio-demographic profile of the respondents have effects or relationship on the learning of students utilizing audio-visual methodology. 2. A teacher should be in the room during the viewing period to answer possible questions raised by the students so that learning will be enriched. If this would not be possible, discussion of the viewed tape should be conducted with strict compliance during the lecture-discussion in the classrooms. 3. A replication study should be done to include another group of respondents; conventional teaching with audio-visual methodology, aside from plain conventional teaching methodology and plain audio-visual methodology to identify which among the groups is effective in facilitating learning. 4. For the administrators, policy on the implementation of audio-visual methodology should be modified. A committee should monitor compliance on the part of the teachers if they are being implemented. They should formulate a screening committee represented by each department to see if these instructional materials meet the learning objectives of each subject under their jurisdiction. Thus, students' competencies will be improved.

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