JURNAL INTERNASIONAL KEBIDANAN 2020-2023 UNIVERSITAS KEDOKTERAN GUILAN VOLUME 33 ISSUE 1.
JOURNAL OF HOLISTIC NURSING OF MIDWIFERY.
Impact of Jigsaw Cooperative Learning Strategy on Nursing Students’ Academic Achievement and Opinions
Dublin Core
Title
JURNAL INTERNASIONAL KEBIDANAN 2020-2023 UNIVERSITAS KEDOKTERAN GUILAN VOLUME 33 ISSUE 1.
JOURNAL OF HOLISTIC NURSING OF MIDWIFERY.
Impact of Jigsaw Cooperative Learning Strategy on Nursing Students’ Academic Achievement and Opinions
JOURNAL OF HOLISTIC NURSING OF MIDWIFERY.
Impact of Jigsaw Cooperative Learning Strategy on Nursing Students’ Academic Achievement and Opinions
Subject
Collaborative learning, Academic achievement, Students’ opinions, Nursing students
Description
Introduction: Employing innovative teaching strategies is urgently needed for nursing
education systems.
Objective: This study aimed to determine the effectiveness of the jigsaw cooperative learning
strategy on nursing students’ academic achievement and opinions.
Materials and Methods: This research is a randomized controlled trial. The study sample
consisted of 160 nursing students randomly selected and assigned to the intervention (80
students in 8 groups of 10 students each) and the control group (80 students in another
8 groups of 10 students each). The study data were collected at two time points after the
intervention. A self-administered questionnaire was used to collect data about students’
academic achievement and opinions regarding the jigsaw cooperative learning strategy
(only for the intervention group). The Chi-squared test and repeated measure analysis of
variance (ANOVA) were used for data analysis.
Results: The mean age of the experimental group was 20.8±0.74 years, while that of the control
groups was 20.7±0.81 years. There is a significant difference in mean scores of academic
achievements between the control and intervention groups (P=0.001) over time based on
repeated measure ANOVA, and a significant difference between the two groups over time
group effect by using repeated measure ANOVA (P=0.001). The paired t-test showed a significant
difference between students’ academic performance in time I and time II (P<0.05). In the
control group, the descriptive statistics show that students’ academic achievement (time I) was
slightly higher in the posttest (time I) and dropped slightly in time II. The paired t-test showed a
nonsignificant difference between students’ academic performance in time II and time I.
Conclusion: The results indicated the substantial need for using novel nursing education
models in nursing education to enhance learning outcomes in training settings.
education systems.
Objective: This study aimed to determine the effectiveness of the jigsaw cooperative learning
strategy on nursing students’ academic achievement and opinions.
Materials and Methods: This research is a randomized controlled trial. The study sample
consisted of 160 nursing students randomly selected and assigned to the intervention (80
students in 8 groups of 10 students each) and the control group (80 students in another
8 groups of 10 students each). The study data were collected at two time points after the
intervention. A self-administered questionnaire was used to collect data about students’
academic achievement and opinions regarding the jigsaw cooperative learning strategy
(only for the intervention group). The Chi-squared test and repeated measure analysis of
variance (ANOVA) were used for data analysis.
Results: The mean age of the experimental group was 20.8±0.74 years, while that of the control
groups was 20.7±0.81 years. There is a significant difference in mean scores of academic
achievements between the control and intervention groups (P=0.001) over time based on
repeated measure ANOVA, and a significant difference between the two groups over time
group effect by using repeated measure ANOVA (P=0.001). The paired t-test showed a significant
difference between students’ academic performance in time I and time II (P<0.05). In the
control group, the descriptive statistics show that students’ academic achievement (time I) was
slightly higher in the posttest (time I) and dropped slightly in time II. The paired t-test showed a
nonsignificant difference between students’ academic performance in time II and time I.
Conclusion: The results indicated the substantial need for using novel nursing education
models in nursing education to enhance learning outcomes in training settings.
Creator
Randa Mohammed Abobaker , Majed Sulaiman Alamri , Baderjamaan Alshaery , Ayman Hamdan-Mansour
Date
January 2023, Volume 33, Number 1
Contributor
peri irawan
Format
pdf
Language
english
Type
text
Files
Citation
Randa Mohammed Abobaker , Majed Sulaiman Alamri , Baderjamaan Alshaery , Ayman Hamdan-Mansour, “JURNAL INTERNASIONAL KEBIDANAN 2020-2023 UNIVERSITAS KEDOKTERAN GUILAN VOLUME 33 ISSUE 1.
JOURNAL OF HOLISTIC NURSING OF MIDWIFERY.
Impact of Jigsaw Cooperative Learning Strategy on Nursing Students’ Academic Achievement and Opinions,” Repository Horizon University Indonesia, accessed November 21, 2024, https://repository.horizon.ac.id/items/show/978.
JOURNAL OF HOLISTIC NURSING OF MIDWIFERY.
Impact of Jigsaw Cooperative Learning Strategy on Nursing Students’ Academic Achievement and Opinions,” Repository Horizon University Indonesia, accessed November 21, 2024, https://repository.horizon.ac.id/items/show/978.