Effectiveness of interactive lecture in nursing education / Yoro, Jeny-Rose L. Yoro 6
By: Yoro, Jeny-Rose L. 4 0 16 [, ] | [, ] |
Contributor(s): 5 6 [] |
Language: Unknown language code Summary language: Unknown language code Original language: Unknown language code Series: ; 3950846Edition: Description: xi, 110 pagesContent type: text Media type: unmediated Carrier type: volumeISBN: ISSN: 2Other title: 6 []Uniform titles: | | Subject(s): -- 2 -- 0 -- -- | -- 2 -- 0 -- 6 -- | 2 0 -- | -- -- 20 -- | | -- -- -- -- 20 -- | -- -- -- 20 -- --Genre/Form: -- 2 -- Additional physical formats: DDC classification: | LOC classification: | | 2Other classification:| Item type | Current location | Home library | Collection | Call number | Status | Date due | Barcode | Item holds |
|---|---|---|---|---|---|---|---|---|
| Book | PLM | PLM Health Sciences Library | Health Sciences-Thesis | T Fil RT73.7 .Y67 2008 (Browse shelf) | Available | HT140 |
Thesis (M.A.) -- Pamantasan ng Lungsod ng Maynila, 2008;A thesis presented to the faculty of the Graduate School of Health Sciences in partial fulfillment of the requirements for the degree Master of Arts in Nursing 56
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ABSTRACT: This study sought to determine the effectiveness of interactive lecture in nursing education. The study was a quasi-experiment using the nonequivalent-control-group design. Convenience sampling yielded 90 level three nursing students of Far Eastern University, who became the treatment group and the other became control group. The researcher taught the two groups for five meetings. Each meeting lasted for four hours with a thirty-minute break after the second hour. The researcher met them twice a week using the two teaching methods, namely: traditional lecture and interactive lecture. The instruments use were the pretest and the posttest. The Analysis of Covariance was used to test if there was a significant difference between the academic and cognitive performance between the two groups after treatment. Results showed that after the treatment, both groups gained a significant increase in academic and cognitive performance. Furthermore, with the null hypothesis tested at 0.05 level of significance, the results yielded a significant difference between the overall performance of the interactive group and that of the traditional group in the posttest, with the interactive group having higher scores. The two groups did not differ in their performance in the knowledge and application domains. However, the interactive group showed a significantly better performance in the comprehension and analysis/synthesis levels of the cognitive domains. The study showed that the use of interactive lecture can raise the academic performance of students in their nursing subject and the use of interactive lecture enables the students to reach higher levels of thinking in their nursing subject. It is recommended that Nursing education researchers replicate the study using a bigger sample size and to do further studies on whether it is practical and effective to use interactive lecture in nursing subjects that are taught for the entire semester. Nursing instructors are encouraged to utilize interactive lecture as one of the teaching methods in their classes. Students are encouraged to take part in interactive lectures. The nursing administrators are urged to include interactive lecture in their seminar-workshops for faculty development. Other researchers can also study the effectiveness of interactive lecture in combination with other teaching methods. The difficulty index can be considered in the validation of the instruments vis-a-vis the students' performance level.
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