Authors
1 دانشجوی کارشناسی ارشد پرستاری، واحد بین الملل اروند، دانشگاه علوم پزشکی جندی شاپور اهواز، اهواز، ایران.
2 عضو هیأت علمی، دانشکده ی علوم پزشکی آبادان و دانشجوی دکترای تخصصی پرستاری، دانشکده‌ی پرستاری و مامایی دانشگاه علوم پزشکی جندی شاپور اهواز، اهواز، ایران.
3 عضو هیأت علمی، گروه آمار، دانشکده ی بهداشت، دانشگاه علوم پزشکی جندی شاپور اهواز، اهواز، ایران.
Abstract
One of the new educational methods that are based on the cooperative learning is puzzle. The aim of the study was to compare the efficacy of lecture and cooperative teaching method, such as jigsaw puzzle, on learning and satisfaction between nursing students. In this quasi-experimental study with pre-and post-test design, 37 members of 3rd-year Abadan nursing students who had selected 4th-medical-surgical nursing course, was participated and considered as population. The instrument for data collection was individual information form, learning questionnaire and satisfaction of teaching questionnaire; subsequently, content validity of questionnaires computed according to the experts' belief, and reliability computed 0/7 and 0/96, respectively. Sampling was also done in the way of available samples, and students were randomly divided into two groups, lecture (17 students) and cooperative teaching such as jigsaw puzzle (20 students). Data were analyzed by SPSS software using statistically tests such as paired t-test, independent t-test and chi square. There was observed significantly different between the mean of pre-test and post-test scores within the puzzle group (15.6±3.7 & 32.5±3.6) (p<0.001) and the lecture group (15.5±2.3 & 33.05±2.7) (p<0.001). The mean of satisfaction of teaching scores in puzzle group (56.5±16) were more than lecture group scores (50.4±13.1); however,there wasn’t significant difference (p=0.21). According to the viewpoint of students, puzzle method encouraged the communication skills, increase motivation, promoted analysis skills in lessens subject and extended their abilities as a member of group.
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