scholarly journals The acceptance and impact of Google Classroom integrating into a clinical pathology course for nursing students: A technology acceptance model approach

PLoS ONE ◽  
2021 ◽  
Vol 16 (3) ◽  
pp. e0247819
Author(s):  
Tzu-Hao Huang ◽  
Fen Liu ◽  
Li-Chen Chen ◽  
Ching-Ching Tsai
Keyword(s):  
Academic Achievement ◽  
Nursing Students ◽  
Blended Learning ◽  
Technology Acceptance ◽  
Controlled Study ◽  
Control Group ◽  
Intention To Use ◽  
Traditional Teaching ◽  
Learning Satisfaction ◽  
Experimental Group

Background Google Classroom (GC) is a free web-based instructional platform rarely used for nursing student education. The acceptance, intention to use, and learning outcomes of GC remain unclear in Taiwan. We sought to identify the technology acceptance level and factors affection the intention to use GC. We also explored how integrating GC into traditional teaching affects learning satisfaction and academic achievement among nursing students in Taiwan. Methods In this randomized controlled study, based on a technology acceptance framework, 74 nursing students were randomly assigned in clusters to experimental (n = 39) and control (n = 35) groups during the spring semester of 2018. In Weeks 3–18, each member of the experimental group received one hour of traditional and GC teaching per week. The control group received two hours of traditional teaching per week. Both groups were asked to complete questionnaires to evaluate learning satisfaction and academic achievement during weeks 10 (mid-semester) and 18 (end-of-semester). The experimental group additionally completed technology acceptance questionnaires in both situations. Findings In the experimental group, the overall end-of-semester technology acceptance score was high (141.8 out of 155); their perceived ease of use, intention to use, and technology acceptance scores increased significantly compared to mid-semester (p<0.05). At the end-of-semester, perceived playfulness and perceived usefulness explained 63.5% of the variance in intention to use. Regardless of whether the assessment was administered mid-semester or at the end-of-semester, the experimental group had higher learning satisfaction and academic achievement scores than the control group. However, the degree of progress on learning satisfaction and academic achievement demonstrated no significant between-group differences. Conclusions The experimental group demonstrated high acceptance of GC. Playfulness and usefulness positively influenced nursing students’ intention to use GC. Blended learning—in combination with GC and traditional methods—resulted in similar learning satisfaction and academic achievement when compared to traditional learning. More research is needed to explore the effectiveness of blended learning through the GC platform with different courses and ethnic groups.

scholarly journals Development and Effects of a Mechanical Ventilation Education Program with Blended Learning for Nursing Students

2021 ◽  
Vol 28 (3) ◽  
pp. 361-371
Author(s):  
Gye Jeong Yeom ◽  
Jeongha Yang ◽  
Jihyun Kim ◽  
Hyun Sook Kim
Keyword(s):  
Mechanical Ventilation ◽  
Nursing Students ◽  
Blended Learning ◽  
Education Program ◽  
Control Group ◽  
Implementation Phase ◽  
Self Confidence ◽  
Evaluation Phase ◽  
Nursing Skills ◽  
Experimental Group

Purpose: This study describes the development and implementation of a mechanical ventilation education program with a blended learning method for nursing students.Methods: Sixty-five nursing students were recruited either to the experimental group (n=33) or to the control group (n=32) in May 2020. This program was developed based on the analysis, design, development, implementation, and evaluation model. The analysis phase consisted of a literature review, expert consultations, and target group survey. In addition, learning objectives and a structure were designed, and an online program was developed. In the implementation phase, the program was conducted over the course of 2 weeks. The evaluation phase involved verification of the effects of the program on knowledge of mechanical ventilation, self-confidence, and ventilator nursing skills performance, as well as an assessment of satisfaction with the program.Results: The experimental group had significantly higher scores on knowledge of mechanical ventilation (t=4.29, p<.001), self-confidence (t=2.31, p=.024), and ventilator nursing skills performance (t=4.65, p<.001) than the control group.Conclusion: The results indicate that this mechanical ventilation education program with blended learning was effective in meeting the needs of nursing students and can be widely used in this context.

scholarly journals Meditation Lowers Stress and Supports Forgiveness Among nursing Students: A Randomized Controlled study

2015 ◽  
Vol 1 (4) ◽  
pp. 199
Author(s):  
Angel Rajakumari G ◽  
Soli T. K ◽  
Malathy D
Keyword(s):  
Nursing Students ◽  
Management Practices ◽  
Sampling Technique ◽  
Controlled Study ◽  
Control Group ◽  
Potential Health ◽  
Post Test ◽  
And Control ◽  
Experimental Group ◽  
Test Level

Aim: To evaluate the effectiveness of meditation lowers stress and supports forgiveness among nursing Students.Participants and setting: The study was conducted by adopting a Quasi-experimental, non-equivalent control group pre and post test design.50 nursing students who fulfilled the inclusion criteria were selected by using Non-probability purposive sampling technique. 50 women were assigned in experimental and control group. The study was conducted in Bhavana College of nursing, Nalgonda, Telugana, India.Intervention: A brief introduction about self and study was given to the nursing students and consent was obtained (both oral and written) and the confidentiality of the response was assured. Pre assessment was done in both experimental and control groups. In the experimental group meditation technique was practiced by the women and pre and post test level of stress was obtained using John D. Catherine & T. Mac Arthurs perceived stress scale. In the control group without any intervention, the pre and post test level of stress was obtained for both the groups and the level of stress was assessed.Measurement and findings: Analysis revealed that the women in the experimental group showed a highly significant decrease in the level of stress following meditation at P<0.001 level when compared with the control group.Conclusion: Evidence suggests that meditation-based stress-management practices reduce stress and enhance forgiveness among college undergraduates. Such programs merit further study as potential health-promotion tools for college populations.

scholarly journals Effectiveness of Scie-chain Method on Students’ Academic Achievement and Attitude in Managing Large Classes in Science 10

2021 ◽  
pp. 33-41
Author(s):  
Ma. Mheliza S. Valiente ◽  
Rema Bascos-Ocampo
Keyword(s):  
Academic Achievement ◽  
Teaching Method ◽  
Control Group ◽  
Traditional Teaching ◽  
Weighted Mean ◽  
Large Classes ◽  
Post Test ◽  
Quasi Experimental ◽  
The Difference ◽  
Experimental Group

The researchers aimed to find out the effectiveness of Scie-chain method on students’ academic achievement and attitude in managing large classes in Science 10 of Flora National High School.  Specifically, it identified the difference and effect to the academic achievement of students and students’ attitude towards Science of the traditional method and Scie-chain method of teaching. The researchers employed the two-group pretest- posttest quasi-experimental design which made use of the Scie-chain method (Inquiry-based, ICT utilization, and flock system) in the experimental group. The data were analyzed with the use of weighted mean. Results of the study showed thatoriginally the experimental group and the control group are equal in terms ofacademic achievement and attitude towards Science. After the intervention, the experimental group yielded better result in terms of academic achievement and attitude towards Science as Manifested in the difference in their post test. From the findings of the study, the following conclusions were drawn:1. students exposed to the Scie-chain method attained better academic achievement compared to students exposed to traditional teaching method; the intervention (Scie-chain method) enhanced the level of attitude of students towards Science; and the Scie-chain method is an effective strategy to manage large classes.

scholarly journals The Effect of Teaching Science through Storytelling on Students’ Academic Achievement, Story Writing Skills and Opinions about Practice

2021 ◽  
Author(s):  
Tuba Demirci ◽  
Sema Okur
Keyword(s):  
Academic Achievement ◽  
Quantitative Data ◽  
Teaching Method ◽  
Writing Skills ◽  
Control Group ◽  
Traditional Teaching ◽  
Significant Difference ◽  
Story Writing ◽  
And Control ◽  
Experimental Group

This study aims to compare the effect of storytelling in teaching on students' academic achievement with the traditional teaching method. In addition, it aims to reveal the effect of story education given to students on students' story writing skills and their opinions regarding storytelling in teaching. The study was carried out in a public primary school. The mixed research method was employed in the study. A total of 61 primary school 3rd-grade students, 31 experiments and 30 controls, participated in the study. The "Academic Achievement Test" was applied to the experimental and control group students to collect quantitative data. The journey to the world of living beings unit was taught in the experimental group for four weeks by using the stories prepared by the researcher. At the end of each lesson, the students were asked to write a science story on the subject. The "Story Writing Skills Evaluation Scale" was used to determine the change in the story writing skills of the experimental group students, and the "Student Opinion Form on Storytelling" was used to reveal the students' thoughts about storytelling in teaching activities. The traditional teaching method was used in the control group. The quantitative data used in the study were analyzed using the SPSS statistical software. The qualitative data were analyzed using content analysis. Among the quantitative findings of the study, while there was no significant difference found between the pre-test mean scores of the experimental and control groups achievement test, a significant difference was found between the post-test scores in favor of the experimental group. The other quantitative finding of the study, in the evaluation of story writing skill, a significant difference was found between the first and the last story in favor of the last story. Positive findings were also obtained in the qualitative dimension of the study, such as the experimental group students are not unfamiliar with stories, it is fun for them to use in science lessons, and can be used in other lessons.

scholarly journals The Effectiveness of Blended Learning in Enhancing Saudi Students’ Competence in Paragraph Writing

2020 ◽  
Vol 13 (9) ◽  
pp. 72
Author(s):  
O AlRouji
Keyword(s):  
Blended Learning ◽  
Control Group ◽  
Learning Approach ◽  
Traditional Teaching ◽  
New Approach ◽  
Saudi Students ◽  
Writing Test ◽  
Efl Students ◽  
The Mean ◽  
Experimental Group

Blended learning approach has become an emerging trend in the field of education and has caught the attention and interest of many researchers as a new approach to encourage students in their learning process. The present study aimed at examining the effectiveness of blended learning in improving Saudi EFL students&rsquo; English paragraph writing at Shaqra University. The sample of the study consists of 70 EFL students at Shaqra University. The experiment was conducted for six weeks (2018). A pre-test and post-paragraph writing test was used to measure the effectiveness of the blended learning in enhancing paragraph writing skills. Results showed that there were significant differences in the mean scores of the control group (traditional teaching mode) and the experimental group (blended learning) in favor of the experimental group. This proved the effectiveness of blended learning approach in developing Saudi students&rsquo; competence in paragraph writing.

scholarly journals Effect of blended learning to academic achievement

2017 ◽  
Vol 14 (1) ◽  
pp. 308 ◽  
Author(s):  
Veysel Karani Ceylan ◽  
Ayşe Elitok Kesici
Keyword(s):  
Middle School ◽  
Academic Achievement ◽  
Learning Environment ◽  
Blended Learning ◽  
Quantitative Data ◽  
Product Evaluation ◽  
Achievement Test ◽  
Control Group ◽  
Web Technologies ◽  
Experimental Group

In this study, the effects of blended learning on the middle school students’ academic achievement level and product evaluation scores were investigated. Blended learning provides more effective learning outcome gains through enriching todays’ developing Web Technologies with learning environments. This study was carried out with a total of 53 students enrolled in the experimental group and control group in the 6th grade classrooms during the 2014/2015 school year in a middle school in southwest part of Turkey. The intervention lasted 7 weeks. During the seven weeks, the unit of “problem solving, computer programming and development of Software product”, covered in Educational technologies and Software course, is taught through blended learning environment. The experimental group was taught using blended learning environment which supported with enriched web technologies (such as video-conference, Learning Management System, Discussion blogs , etc.). Whereas the experimental group was given access to all these enriched contents that are presented to the control group only during the classroom environment through present teaching methods.The design of the study includes quantitative method. We collected quantitative data such as academic achievement test and product evaluation scale. Academic achievement test and product evaluation scale were used as quantitative data collection sources. Quantitative data was collected through the evaluation of students’ projects that they developed during the process of the study and the academic achievement tests. During the data analysis phase, independent t-test, frequency and ANOVA tests were used. As a result of this study, it is concluded that blended learning environment had generated a significant difference in students’ academic achievement on behalf of experimental group. Implications of the study for the educational environments were discussed. 

scholarly journals The Effect of Teaching Science through Storytelling on Students’ Academic Achievement, Story Writing Skills and Opinions about Practice

2021 ◽  
Vol 4 (2) ◽  
Author(s):  
Tuba Demirci ◽  
◽  
Sema Okur ◽  
Keyword(s):  
Academic Achievement ◽  
Quantitative Data ◽  
Teaching Method ◽  
Writing Skills ◽  
Control Group ◽  
Traditional Teaching ◽  
Significant Difference ◽  
Story Writing ◽  
And Control ◽  
Experimental Group

This study aims to compare the effect of storytelling in teaching on students' academic achievement with the traditional teaching method. In addition, it aims to reveal the effect of story education given to students on students' story writing skills and their opinions regarding storytelling in teaching. The study was carried out in a public primary school. The mixed research method was employed in the study. A total of 61 primary school 3rd-grade students, 31 experiments and 30 controls, participated in the study. The "Academic Achievement Test" was applied to the experimental and control group students to collect quantitative data. The journey to the world of living beings unit was taught in the experimental group for four weeks by using the stories prepared by the researcher. At the end of each lesson, the students were asked to write a science story on the subject. The "Story Writing Skills Evaluation Scale" was used to determine the change in the story writing skills of the experimental group students, and the "Student Opinion Form on Storytelling" was used to reveal the students' thoughts about storytelling in teaching activities. The traditional teaching method was used in the control group. The quantitative data used in the study were analyzed using the SPSS statistical software. The qualitative data were analyzed using content analysis. Among the quantitative findings of the study, while there was no significant difference found between the pre-test mean scores of the experimental and control groups achievement test, a significant difference was found between the post-test scores in favor of the experimental group. The other quantitative finding of the study, in the evaluation of story writing skill, a significant difference was found between the first and the last story in favor of the last story. Positive findings were also obtained in the qualitative dimension of the study, such as the experimental group students are not unfamiliar with stories, it is fun for them to use in science lessons, and can be used in other lessons.

scholarly journals The Effect Of The Flipped Classroom On Nursing Students’ Learning And Motivation Outcomes In Health Education

2021 ◽  
Vol 12 (6) ◽  
pp. 1213-1223
Author(s):  
Mouna Hannaoui, Et. al.
Keyword(s):  
Nursing Students ◽  
Health Education ◽  
Flipped Classroom ◽  
Control Group ◽  
Traditional Teaching ◽  
Innovative Teaching ◽  
Undergraduate Nursing Students ◽  
Innovative Strategies ◽  
Undergraduate Nursing ◽  
Experimental Group

As contemporary society evolves, the technological revolution increasingly requires higher education institutions to adopt innovative strategies instead of traditional teaching. Improving the training of health professions in innovative teaching strategies would help prepare future nurses for professionalization. Therefore, the flipped classroom is one of the active educational approaches that has been shown to be effective on nursing students’ outcomes and motivation. Our study, spread over two years from 2018 to 2020, is a quantitative experimental pilot study, which aims to examine the effect of the flipped classroom on nursing students’ learning and motivation outcomes in health education of undergraduate nursing students of the ‘Higher Institute of Nursing Professions and Health Techniques’ (ISPITS). We used two tests, knowledge test and motivation test. The control group consisted of 15 students against 17 students from the experimental group. The experiment lasted three months. Our results showed a statistically highly significant (p<0.0001) increase (p<0.0001) in the grades and motivation levels of students in the experimental group. We point out that our experience coincided with the COVIC-19 pandemic which forced distance learning. According to our results, The flipped classroom could be an effective way to enhance the learning of nursing students and improve their motivation for knowledge to teach health sciencess

scholarly journals Effect of Prior Learning Method on Nursing Students' Practical Capacity

2019 ◽  
Vol 8 (2S6) ◽  
pp. 322-325
Keyword(s):  
Nursing Students ◽  
Self Efficacy ◽  
Teaching Method ◽  
Learning Ability ◽  
Control Group ◽  
Learning Method ◽  
Prior Learning ◽  
Learning Satisfaction ◽  
Practical Capacity ◽  
Experimental Group

We looked at how the practical capacity of nursing students was affected by the application of the Prior Learning Method in the fundamentals of nursing practice course. In order to compare practical capacity, self-efficacy, self-directed learning ability, and learning satisfaction were set as variables and results were calculated using SPSS 18.0. Comparing results after applying the Prior Learning Method to only the experimental group by classifying it as a group of experimental and control group, the results showed that self-efficacy in the experimental group was increased and learning satisfaction was high. There was a meaningful result of applying the Priority Learning Method to the demanding practical class, gaining satisfaction, and increasing confidence. It is necessary to verify it through repeated research and develop it into a better teaching method.

scholarly journals The Impact of the Flipped Classroom Model on Students' Academic Achievement

2018 ◽  
Vol 19 (3) ◽  
Author(s):  
Emine Cabı
Keyword(s):  
Academic Achievement ◽  
Blended Learning ◽  
Test Scores ◽  
Flipped Classroom ◽  
Control Group ◽  
Learning Context ◽  
Advantages And Disadvantages ◽  
Before And After ◽  
The Impact ◽  
Experimental Group

The aim of this study is twofold. First, it aims to investigate the impact of the Flipped Classroom (FC) Model on students’ academic achievement. Second, it reveals the students’ opinions about the model itself. For four weeks, the students in the experimental group were taught in a blended learning context where the FC Model was applied, while the lessons in the control group were carried out through traditional blended learning. Both groups were administered a test before and after the Flipped Classroom sessions. To analyze the data, a two-way ANOVA for Mixed Measures was conducted to compare the means of test scores of each group. The results showed that there were no statistically significant differences between the scores of the two groups. Coming to classes prepared and completing the assignments in class, so that students did not need to do assignments at home, were among the positive aspects of the FC Model. The problems encountered in this model, however, are categorized under three main titles: Motivation, Content, and Learning. At the end of the study, the advantages and disadvantages of the FC Model are identified in accordance with the participants’ opinions, and necessary suggestions made.

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