Neda Sanaie1, Parvaneh Vasli2, Ladan Sedighi1, Bita Sadeghi1. 1. School of Nursing and Midwifery, Shahid Beheshti University of Medical Sciences, Tehran, Iran. 2. School of Nursing and Midwifery, Shahid Beheshti University of Medical Sciences, Tehran, Iran. Electronic address: p-vasli@sbmu.ac.ir.
Abstract
BACKGROUND: In cooperative learning approach, the active and direct involvement of the learner in the learning process leads to a comprehensive development. Self-regulated learning and academic motivation focus on the role of the individual in the teaching-learning process. OBJECTIVES: The aim of this study was to investigate the comparing of lecture and Jigsaw teaching strategies on the nursing students' self-regulated learning and academic motivation. METHODS: This was a quasi-experimental conducted from January to November 2018 on 94 nursing students in the fourth education semester in two classrooms. A classroom was randomly assigned to the lecture group and the other as a Jigsaw group. The data collection tools were demographic data questionnaire, self-regulated learning questionnaire, and academic motivation scale. The interventions were lecture and Jigsaw teaching strategy for seven sessions lasting for 2 h in the lecture and Jigsaw groups respectively. Data was collected before and after the interventions. Finally, data was analyzed using Kolmogorov-Smirnoff test, paired t-test, independent t-test via the PASW-22 software. RESULTS: There was no statistically significant differences between the groups in terms of self-regulated learning and academic motivation before the interventions (P = 0.59, P = 0.38), but after the interventions, the mean scores of self-regulated learning and academic motivation were significantly different in Jigsaw group from that of the lecture group (P = 0.000). CONCLUSIONS: The Jigsaw teaching strategy can be used for nursing student's theoretical education to improve the self-regulated learning and academic motivation.
RCT Entities:
BACKGROUND: In cooperative learning approach, the active and direct involvement of the learner in the learning process leads to a comprehensive development. Self-regulated learning and academic motivation focus on the role of the individual in the teaching-learning process. OBJECTIVES: The aim of this study was to investigate the comparing of lecture and Jigsaw teaching strategies on the nursing students' self-regulated learning and academic motivation. METHODS: This was a quasi-experimental conducted from January to November 2018 on 94 nursing students in the fourth education semester in two classrooms. A classroom was randomly assigned to the lecture group and the other as a Jigsaw group. The data collection tools were demographic data questionnaire, self-regulated learning questionnaire, and academic motivation scale. The interventions were lecture and Jigsaw teaching strategy for seven sessions lasting for 2 h in the lecture and Jigsaw groups respectively. Data was collected before and after the interventions. Finally, data was analyzed using Kolmogorov-Smirnoff test, paired t-test, independent t-test via the PASW-22 software. RESULTS: There was no statistically significant differences between the groups in terms of self-regulated learning and academic motivation before the interventions (P = 0.59, P = 0.38), but after the interventions, the mean scores of self-regulated learning and academic motivation were significantly different in Jigsaw group from that of the lecture group (P = 0.000). CONCLUSIONS: The Jigsaw teaching strategy can be used for nursing student's theoretical education to improve the self-regulated learning and academic motivation.
Authors: Juliana da Silva Garcia Nascimento; Kleiton Gonçalves do Nascimento; Jordana Luiza Gouvêa de Oliveira; Mateus Goulart Alves; Aline Roberta da Silva; Maria Celia Barcellos Dalri Journal: Rev Lat Am Enfermagem Date: 2020-11-06