The Effect of multımedıa-based educatıon ın dıstance learnıng on nursıng Students' academıc Success and motıvatıon: A randomızed Controlled Study
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 70
- 试验地点
- 1
- 主要终点
- Academic Success Assessment (Quiz)
研究概览
简要总结
Abstract Objective: In this study, it is aimed to evaluate the effect of multimedia teaching materials on students' academic achievement and motivation in teaching nursing process course.
Design: Randomized controlled trial. Settings: Public university. Participants: The research was carried out on first year nursing students (N=70).
Methods: Data; were collected using the introductory features form, academic achievement evaluation (quiz) and Instructional Materials Motivation Questionnaire. Research data were collected using online questionnaires. The experimental group students were presented with the contents of the nursing process course, which was prepared with multimedia materials for two hours in seven weeks with distance education. The control group students were taught by distance education and traditional lectures for two hours in seven weeks.
详细描述
This research was carried out in an experimental design with a pre-test-post-test control group to examine the effect of using multimedia instructional materials in the teaching of the Nursing Process course, which is a theoretical course given by the distance learning method, on academic success and motivation of the students. The course presentations in the research were presented to the students with the Microsoft Teams program. Data collection was carried out by the researcher via Google Forms.
Participants and Setting The participants of this study are first-year students studying at the Department of Nursing at a state university (N=70).
Procedures Within the scope of this study, the Nursing Process course was created as an elective course. The elective course of the Nursing Process is taught for 14 weeks as two hours per week using theoretical and case presentation methods. The first seven-week topics consist of general information about the Nursing Process (such as its history, importance, and steps). In the next seven weeks, students present examples of the Nursing Process to the class. This research was carried out in the first seven weeks when the theoretical subjects were given. Students who chose this course are listed. The students who volunteered to participate in the study were divided into two groups: the experimental group and the control group (see randomization). This course was given to both groups for 2 hours per week for seven weeks. The course duration is limited to approximately 40-45 minutes.
The Nursing Process course was prepared with multimedia tools through the Microsoft Teams program in distance learning and presented to the experimental group with content appealing to many senses. The control group, on the other hand, was given by traditional narration through the Microsoft Teams program in distance learning. In data collection, a sociodemographic characteristics survey and instructional materials motivation survey were applied to the students in both groups before the intervention. After the attempt, all of the students were evaluated for academic success (Quiz). Instructional materials motivation survey was applied to the groups for the second time.
Interventions
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Basic Science
- 盲法
- Single (Participant)
盲法说明
students were given information about the study, but not in which group they are included. Thus, blinding was ensured.
入排标准
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Students who had internet access and volunteered to participate were included in the study.
排除标准
- •Students who did not have internet access and did not volunteer to participate were not included in the study.
研究组 & 干预措施
control group
Control Group: The topics of the course were prepared by the researcher using PowerPoint. Before starting the courses, it is ensured that all students attended the course using the Microsoft Teams program. The contents prepared were presented to the students in the control group with the traditional education method on a weekly basis.
experimental group
a) Experimental Group: First, the topics of the course were prepared by the researcher using multimedia tools. Before starting the courses, it is ensured that all students attended the course using the Microsoft Teams program. The contents prepared were presented to the students in the experimental group in an interactive way on a weekly basis.
干预措施: A randomızed Controlled Study with pre-test and post-test (Behavioral)
结局指标
主要结局
Academic Success Assessment (Quiz)
时间窗: 8th week
It is a 20-question quiz created by the researcher to measure the success of the students in the Nursing Process course. The duration of this exam is 20 minutes and each question is worth 5 points. This was conducted as an online exam in the University's teaching management system.
Instructional Materials Motivation Survey (IMMS)
时间窗: 8 weeks
Instructional Materials Motivation Survey was prepared by J. M. Keller (2009) as a motivation model for attention, relevance, confidence, and satisfaction. IMMS identifies changes in students' motivation when faced with instructional materials based on key components. As a result of the analyzes, the survey was adapted to Turkish with two factors and 24 items. The reliability (Cronbach's Alpha) internal consistency coefficient of the survey was found to be 0.83 for the total survey, and 0.79 and 0.69 for the sub-factors, respectively. The sub-dimensions of the scale are divided into attention-relevance and confidence-satisfaction. The scale is in the type of self-report. The survey is a 5-point Likert type (1 = Totally disagree, 5 = Totally agree). The lowest score that can be obtained from the scale is 24, and the highest score is 120. The higher the total score, the stronger the motivation to learn.
Sociodemographic Characteristics Form
时间窗: one week
data were collected including age, gender, the status of choosing the nursing department, whether they previously received distance learning, and their status of gaining professional knowledge through distance learning.
次要结局
未报告次要终点
研究者
Esin Cetinkaya Uslusoy
Associate Professor
Suleyman Demirel University