Abstract / Excerpt:

Abstract: This study focused on the effect of Cooperative Learnign Strategies and Traditional Teaching strategies on selected Level II nursing concepts. The two teaching-learning strategies were subjected to testing utilizing the quasi-experimental design. There were two groups of subjects involved in the process: the experimental and control groups which both belong to the level II student nurses. The control group was made to utilize the traditional approach in learning the concepts while the experimental group was exposed to Cooperative Learning Strategies. The researcher administered the validated questionnaire and the pretest-posttest to the Level IV student nurses to establish the reliability of the instruments. The results of the responses were analyzed using the weighted mean the Pearson Product Correlation. The effectiveness of the two teaching-learning strategies were measured by means of the prestest-posttest scores. The development of the interpersonal relationship among the students during the conduct of the study was also considered. A descriptive statistics was employed further describe the pretest-posttest scores. Wilcoxon Signed Rank Test was used to determine the level of significance of the mean scores and the Rank Sum Two Sample (Mann-Whitney) Test for comparison on the ratings between the two teaching-learning strategies. The results of the study revealed that the experimental and control groups have the same entry competency as shown in their total pretest mean scores which were 24.53 and 24.63 respectively. The total posttest mean scores of experimental and control groups were significantly higher which were 40.68 and 38.16 respectively. The total pretest and posttest mean scores between experimental and control groups were not significantly different. There was a significant difference in the mean scores between the experimental and control groups in terms of the development of interpersonal relationship where a remarkedly higher mean score was obtained by the experimental groups
(continuation) which is 4.547 compared with the control group which is 2.540. A conclusion was drawn that Cooperative Learning Strategies were effective in the development of interpersonal relationship among students to enhance learning. It was recommended that Cooperative Learning Strategies be used to provide opportunities for students to learn by doing. Teaching-learning approaches which are collaborative in nature with group interactions should be utilized by teachers to develop interpersonal relationship to enhance learning. An intensive research be done on other teaching-learning strategies to meet the learning needs of a diverse student population. A possibility of conducting similar studies be done using a larger population to confirm the external validity of the study.

Info

Source Institution	Ateneo de Davao University
Unit	Nursing
Authors	Sestina, Helen R.
Page Count	1
Place of Publication	Davao City
Original Publication Date	March 1, 2000
Tags	Dissertations

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