Evaluation of traditional teaching and team teaching approaches via the performance of nursing students / Joycelyn Parazo Reyes 6

Thesis (M.A.) Pamantasan ng Lungsod ng Maynila, 2006;A thesis of presented to the faculty of the Graduate School Health Sciences in partial fulfillment in the requirements for the degree Master of Arts in Nursing 56

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ABSTRACT: The ex post facto research method was used to quantify the level of performance and the evaluation of nursing students to traditional and team teaching as an instructional approach. The aim of the study was to evaluate the instructional approaches, specifically traditional and team teaching via the performance of the nursing student as a basis of instructional enhancement. Thus, enabling the nurse academician to enhance instructional approaches that promotes the performance of nursing students academic achievement, skills demonstration and attitude. Purposive sampling technique was used to gather the respondents of the study. The respondents of the study consist of one hundred eighty students, who have undergone Traditional and team teaching in a local university of Pasig. The participants were informed of the study and discussed with to sign the consent form. Review of midterm and final grades of the student in the subject primary health care II were gathered and analyzed. The evaluation of the instructional approach was conducted aided by an evaluation of the instructional approach was conducted aided by an evaluation tool, which focused on the assessment of strategies, administration, supervision, classroom relation, and student attitude. Statistical methods and a range of weighted mean interpreted as very high (4.2-5.00) high (3.40 - 4.19), average (2.60 - 3.39), low (1.8-2.59), and very low (1.00-1.9) were utilized in order to analyze the data. Majority (n=23, 28.75%) of the 80 students who underwent the traditional teaching approach received a grade of 2.25 in primary health care II as their academic achievement. On the other hand, 32 (32%) out of 100 students who underwent the team teaching approach received a grade of 1.75 in primary health care II as their academic achievement. In the skills demonstration of the students, the findings of the study revealed that majority (n=35) of the students out of the 80 students who underwent the traditional teaching approach obtained a grade of 2.00 in primary health care II skills demonstration. Student evaluation on traditional teaching in terms of the five indicators, traditional teaching has an average weighted mean score of 4.08 in strategy, 4.15 in administration, 4.08 in supervision, 3.70 in classroom relationship and 3.69 in student attitude. Student evaluation on team teaching in terms of the 5 indicators, team teaching has an average weighted mean score of 4.16 in strategy, 4.17 in administration, 4.10 in suggestion, 4.21 in classroom relationship and 4.23 in student attitude. The conclusions derived were that in terms of the academic achievement, students who have undergone team teaching have a higher grade than those who have undergone traditional teaching and that students appreciate both traditional and team teaching in terms of five indicator of instructional approach: strategies, administration, supervision, classroom relationship and attitude of students as evidenced by a high level of evaluation from the student. However, students acknowledge how team teaching maintain positive classroom relation and how it molds the student's attitude as evidenced by a very high level of evaluation from the student. Whether traditional or team teaching is used there would be no difference in the students learning performance in terms of academic achievement. Team teaching is effective in teaching skills to students. In terms of strategy, administration and supervision, traditional and team teaching have a difference traditional teaching or team teaching fostered similar classroom relation and student attitude. Both instructional approaches received a high level of evaluation from the students therefore maintenance of the effectiveness of both instructional approaches should be the focus. Progressive evaluation of instructional approach was recommended for academicians to provide quality education to nursing students. The maintenance of useful and effective strategies, administration, supervision, and classroom relation and student attitude was encouraged. Teachers were recommended to undergo seminars and trainings to improve teaching skills that will enhance the student's level of performance and cultivate their professional awareness regarding teaching strategies, administration, supervision, and classroom relation and student attitude.

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