目的:本研究旨在评估翻转课堂教学模式如何影响尼日利亚护理学生参加研究方法课程的自我导向学习准备和学习成果。
背景:尽管翻转课堂教学模式的有效性已经在几个领域得到了彻底和科学的研究,尚未调查其在研究方法课程中促进自我导向学习准备和学习成果的潜力。
方法:采用准实验设计。为了达到研究的目的,进行了两个实验:前测和后测。
方法:参与者是从尼日利亚东南部两所政府拥有的大学有意招募的64400级护理本科生。实验组采用翻转课堂教学模式,对照组从2021年4月至7月接受传统教学方法(TTM)。使用经过验证的自我指导学习准备量表和从研究方法课程中得出的多项选择题来收集数据。使用结构化问卷收集人口统计数据。频率的描述性统计,百分比,均值和标准差应用于收集的数据。采用单因素独立测量协方差分析(ANCOVA)和独立样本t检验比较FCM和TTM学生的前后检验结果。
结果:自主学习准备前的测试结果显示,传统教学方法和翻转课堂模式的总分分别为3.99±0.39和3.95±0.35,分别,后测结果显示,传统教学方法的总分为3.84±077,翻转课堂模式的总分为4.01±0.81。测试前和测试后的平均得分差异具有统计学意义(p=0.030)。翻转课堂模式的前(p=.001)和后(p=.025)学习效果明显高于传统教学方法。
结论:翻转课堂教学模式对护生在研究课程中自我导向学习和学习成果的准备程度产生了积极影响。由于该方法在发展自我学习能力和学习成就方面都表现出统计学上的显着益处,应该促进通过翻转学习方法提高学习体验的需要。
OBJECTIVE: This study sought to assess how the flipped classroom model of instruction affected self-directed learning readiness and learning outcomes among Nigerian nursing students enrolled in a research method class.
BACKGROUND: Although the effectiveness of the flipped classroom model of instruction has been thoroughly and scientifically investigated in several fields, its potential to promote self-directed learning readiness and learning outcomes in a research method class has not yet been investigated.
METHODS: A quasi-experimental design was employed. To achieve the study\'s objectives, two experiments were conducted: a pre-test and a post-test.
METHODS: Participants were 64 400-level nursing undergraduates purposively recruited from two government-owned universities in Southeast Nigeria. The experimental group received a flipped classroom model of teaching methods, while the control group received traditional teaching methods (TTM) from April - July 2021. A validated self-directed learning readiness scale and multiple-choice questions derived from a research method course were used to gather data. A structured questionnaire was used to collect demographic data. Descriptive statistics of frequencies, percentages, means and standard deviations were applied to the collected data. A one-factor independent measure analysis of covariance (ANCOVA) and an independent sample t-test was employed to compare the pre-and post-test results of FCM and TTM students.
RESULTS: Pre-test results from self-directed learning readiness showed overall scores of 3.99 ± 0.39 and 3.95 ± 0.35 for the traditional teaching method and flipped classroom model, respectively, while post-test results showed overall scores of 3.84 ± 077 for the traditional teaching method and 4.01 ± 0.81 for flipped classroom model. The difference in mean scores between the pre-and post-tests was statistically significant (p=0.030). Pre- (p=.001) and post- (p =.025) learning outcomes for the flipped classroom model were significantly higher than those for the traditional teaching method.
CONCLUSIONS: The flipped classroom model of instruction had a positive impact on nursing students\' readiness for self-directed learning and learning outcomes in the research course. Since the method demonstrated statistically significant benefits in both the development of self-learning abilities and learning achievements, the need to improve learning experiences through the flipped learning method should be promoted.