自主导的学习准备和学习成绩在研究方法课堂上翻转课堂模式的方法:一个准实验性的研究课程
Paulina Chigwara Chikeme1, Ngozi Phoebe Ogbonnaya1, Chikaodili Ihudiebube-Splendor1
1Department of Nursing Sciences, Faculty of Health Sciences and Technology, University of Nigeria, Enugu Campus, Nigeria.
Nurse education in practice
|April 19, 2024
概括
翻转课堂模式显著改善了尼日利亚护理学生的自主学习准备和研究方法的学习成果. 这种创新的教学方法提高了学习能力和学术成绩.
科学领域:
- 教育技术的教育技术
- 护理教育 护理教育
- 教学教育学 在教学上
背景情况:
- 翻转课堂模型 (FCM) 被广泛研究,但它对自主导的学习准备和护理研究方法课程的结果的影响仍未得到充分研究.
- 研究新的教学方法对于提高尼日利亚的护理教育至关重要.
研究的目的:
- 评估翻转课堂模式对尼日利亚护理学生自主学习准备能力的影响.
- 评估翻转课堂模型对学习成果的影响,用于护理学生的研究方法课程.
主要方法:
- 使用了带有测试前和测试后的准实验性设计.
- 尼日利亚东南部的64名护理本科毕业生分为一个实验 (FCM) 和一个控制 (传统教学方法 - TTM) 组.
- 数据采集使用自主导的学习准备度表和研究方法多选择题,用ANCOVA和独立的样本t测试进行分析.
主要成果:
- 自主学习准备的测试后得分在FCM组 (4.01 ± 0.81) 与TTM组 (3.84 ± 0.77) 相比显著更高,具有统计学意义的差异 (p=0.030).
- 与TTM组相比,FCM组的学习成果在测试前 (p=.001) 和测试后 (p=.025) 的评估中都显著更高.
- FCM证明了对自主学习准备和学习成果的积极和统计学上显著的影响.
结论:
- 翻转课堂模式对护理学生的自主学习准备和研究方法的学术表现产生了积极的影响.
- FCM提供了一个有希望的战略,通过培养自我学习技能和提高学习成绩来加强护理教育.
- 建议推广翻转学习方法,以丰富护理课程中的教育经验.
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