@2024 Afarand., IRAN
ISSN: 2228-5468 Education Strategies in Medical Sciences 2016;9(1):35-41
ISSN: 2228-5468 Education Strategies in Medical Sciences 2016;9(1):35-41
Comparison the Effect of Teaching by Group Guided Discovery Learning, Questions & Answers and Lecturing Methods on the Level of Learning and Information Durability of Students
ARTICLE INFO
Article Type
Descriptive & Survey StudyAuthors
Mardanparvar H. (1)Sabohi F. (*)
Yousefi H. (2)
Rezaei Dehghani A. (3)
(*) “Ulcer Repair Research Center” and “Medical-Surgical Nursing Department, Nursing & Midwifery Faculty”, “Ulcer Repair Research Center” and “Medical-Surgical Nursing Department, Nursing & Midwifery Faculty”, Isfahan University of Medical Sciences, Isfahan, Iran
(1) “Student Research Committee” and “Medical-Surgical Nursing Department, Nursing & Midwifery Faculty”, “Student Research Committee” and “Medical-Surgical Nursing Department, Nursing & Midwifery Faculty”, Isfahan University of Medical Sciences, Isfahan, Iran
(2) “Ulcer Repair Research Center” and “Medical-Surgical Nursing Department, Nursing & Midwifery Faculty”, “Ulcer Repair Research Center” and “Medical-Surgical Nursing Department, Nursing & Midwifery Faculty”, Isfahan University of Medical Sciences, Isfahan, Iran
(3) Health Department, Nursing & Midwifery Faculty, Isfahan University of Medical Sciences, Isfahan, Iran
Correspondence
Article History
Received: February 8, 2016Accepted: February 26, 2016
ePublished: March 28, 2016
ABSTRACT
Aims
The requirements for revising the traditional education methods and utilization of new and active student-oriented learning methods have come into the scope of the educational systems long ago. Therefore, the new methods are being popular in different sciences including medical sciences. The aim of this study was to compare the effectiveness of teaching through three methods (group guided discovery, questions and answers, and lecture methods) on the learning level and information durability in the nursing students.
Instrument & Methods In the semi-experimental study, 62 forth-semester nursing students of Nursing and Midwifery Faculty of Isfahan University of Medical Sciences, who were passing the infectious course for the first time at the first semester of the academic year 2015-16, were studied. The subjects were selected via census method and randomly divided into three groups including group guided discovery, questions and answers, and lecture groups. The test was conducted before, immediately after, and one month after the conduction of the training program using a researcher-made questionnaire. Data was analyzed by SPSS 19 software using Chi-square test, one-way ANOVA, ANOVA with repeated observations, and LSD post-hoc test.
Findings The mean score of the test conducted immediately after the training program in the lecture group was significantly lesser than guided discovery and question and answer groups (p<0.001). In addition, the mean score of the test conducted one month after the training program in guided discovery group was significantly higher than both question and answer (p=0.004) and lecture (p=0.001) groups.
Conclusion Active educational methods lead to a higher level of the students’ participation in the educational issues and provided a background to enhance learning and for better information durability.
Instrument & Methods In the semi-experimental study, 62 forth-semester nursing students of Nursing and Midwifery Faculty of Isfahan University of Medical Sciences, who were passing the infectious course for the first time at the first semester of the academic year 2015-16, were studied. The subjects were selected via census method and randomly divided into three groups including group guided discovery, questions and answers, and lecture groups. The test was conducted before, immediately after, and one month after the conduction of the training program using a researcher-made questionnaire. Data was analyzed by SPSS 19 software using Chi-square test, one-way ANOVA, ANOVA with repeated observations, and LSD post-hoc test.
Findings The mean score of the test conducted immediately after the training program in the lecture group was significantly lesser than guided discovery and question and answer groups (p<0.001). In addition, the mean score of the test conducted one month after the training program in guided discovery group was significantly higher than both question and answer (p=0.004) and lecture (p=0.001) groups.
Conclusion Active educational methods lead to a higher level of the students’ participation in the educational issues and provided a background to enhance learning and for better information durability.
CITATION LINKS
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[29]Pishgahi A, Derhashiri Sh, Owlia MB, Halvani A, Noori Majelan N, Salman Rooghani H, et al. Effect of active learning method on satisfaction & durability information of Students of pathophysiology period of Yazd University of Medical Sciences. Iran J Med Educ. 2010;9(3):208-15. [Persian]
[30]Farshi M, Babatabar Darzi H, Mokhtari Noori J, Mahmoudi H. Study of the effect of air evacuation and transport training using lecture method on nurses' level of learning. Iran J Crit Care Nurs. 2012;5(1):17-22. [Persian]
[31]Mohamadkhah F, Amin Shokravi F, Faghihzadeh S, Babaei Heydarabadi A, Kazwmbeygi F, Maghsoodi R. Comparison of two methods of dental health education lectures and film screenings on knowledge, attitude and practice of students. J Ilam Univ Med Sci. 2013;20(5):43-50. [Persian]
[32]Kolaeinejad J, Jafari Nedoushan S. The effectiveness of guided discovery method in mathematics lesson on creativity of third primary school daughter students. J Initiat Creativity Humanit. 2014;3(3):93-112. [Persian]
[2]Bamiro AO. Effects of guided discovery and thinkpair-share strategies on secondary school students’ achievement in chemistry. SAGE Open. 2015;1-7.
[3]Abdisa G, Getinet T. The effect of guided discovery on students’ Physics achievement. Lat Am J Phys Educ. 2012;6(4):531-7.
[4]Islamian H, Saeidi Rezvani M, Fatehi Y. Compare the effectiveness of teaching methods, group discussion and lecture on student learning and satisfaction from teaching in Din & Zendegi lesson. J Res Curric. 2013;2(11):13-23. [Persian]
[5]Mohagheghian SH, Rahimi M, Hamadi GH. Recognition and application of new teaching models among the humanities faculty members. J Sci Res. 2012;2(8):48-59. [Persian]
[6]Johnson JP, Mighten A. A comparison of teaching strategies: Lecture notes combined with structured group discussion versus lecture only. J Nurs Educ. 2005;44(7):319-22.
[7]Mooneghi HK, Dabbaghi F, Oskouei F, Julkunen KV. Learning style in theoretical courses: Nursing students’ perceptions and experiences. Iran J Med Educ. 2009;9(1):43-51. [Persian]
[8]Moghimian M, Fesharaki M, Azarbarzin M. The effect of lecture in comparison with lecture and problem based learning on nursing students self-efficacy in Najafabad Islamic Azad University. Iran J Med Educ. 2009;10(3):262-8. [Persian]
[9]Mogharab M, Nateghi K, Sharifzadeh GH. Effects of lecture and team member teaching design on nursing students' learning and academic motivation. Modern Care. 2013;10(3):173-82. [Persian]
[10]Baghaie Lake M, Atrkar Roshan Z. A comparision of two teaching strategies: Lecture and pbl, on learning and retaining in nursing students. J Guilan Univ Med Sci. 2003;12(47):86-94. [Persian]
[11]Abdolallian M. Teaching and learning methods in nursing education. 1st edition. Babol: Babol University Press of Medical Sciences; 2000. [Persian]
[12]Safavi A. Methods & techniques of teaching with new patterns of teaching. 15th edition. Tehran: Moaser; 2013. [Persian]
[13]Salimi T, Shahbazi L, Mojahed S, Ahmadieh MH, Dehghanpour MH. Comparing the effects of lecture and work in small groups on nursing students' skills in calculating medication dosage. Iran J Med Educ. 2007;7(1):79-84. [Persian]
[14]Seif A. Modern breeding psychology / psychology of learning & education. 7th edition. Tehran: Doran; 2013. [Persian]
[15]Aein F, Nourian K. Problem–based learning: A new experience in education of pediatric nursing course to nursing students. J Shahrekord Univ Med Sci. 2006;8(2):16-20. [Persian]
[16]Safari M, Yazdanpanah B, Ghafarian Shirazi H, Yazdanpanah Sh. Comparing the effect of lecture and discussion methods on students` learning and satisfaction. Iran J Med Educ. 2007;1(6):59-64. [Persian]
[17]Ikedolapo OO. Comparative effect of guided discovery and concept maping teaching strategy on Sss student chemistry achievement. J Humanit Soc Sci. 2010;5(1):1-6.
[18]Prince MJ, Felder RM. The many of inductive teaching and learning. J Coll Sci Teach. 2007;36(5):14-20.
[19]Mohamadkhah F, Amin Shokravi F, Faghihzadeh S, Ghaffarifar S. The effect of digital media programs on the oral health promotion in the health office: A quasi-experimental study. Shiraz E-Medical J. 2013;14(1):2-12.
[20]Khodam L. Methodology of Karim Quran in teching of tohid Unity-style questions and answers. J Teach Quran. 2010;7(4):50-5. [Persian]
[21]Shabani H. Educational & breeding skills (methods & techniques of teaching). 24th edition. Tehran: SAMT; 2013. [Persian]
[22]Michael J. Where's the evidence that active learning works?. Adv Physiol Educ Dec. 2006;30(4):159-67.
[23]Karimi Moonaghi H, Mohammady A, Saleh Moghadam AR, Gholami H, Kareshki H, Zamanian N. Comparison effect of education with method of lecture & Cooperative learning method on motivational beliefs & self-regulated learning strategies. Iran J Med Educ. 2014;14(5):393-402. [Persian]
[24]Quistorff B, Aspegren K. The interactive lecture A simple form of student-activating learning. Ugeskr Laeger. 2003;165(36):3400-3.
[25]Summerlee A, Murray J. The impact of enquiry-based learning on Academic performance and student engagement. Canadian J High Educ. 2010;40(2):78-94.
[26]Heywood J. The training of student-teachers in discovery methods of instruction and learning (and) comparing Guided discovery and expository methods. Irland: University of Dublin; 1992. p. 143.
[27]Newsome GG, Tillman MH. Effects of guided design and lecture teaching strategies on knowledge recall and on problem-solving performance of student nurses. Nurs Diagn. 1990;1(3):89-96.
[28]Meany JE, Minderhout V. Application of Hammond’s postulate: An activity for guided discovery learning in organic chemistry. J Chem Educ. 2001;78(2):204-7.
[29]Pishgahi A, Derhashiri Sh, Owlia MB, Halvani A, Noori Majelan N, Salman Rooghani H, et al. Effect of active learning method on satisfaction & durability information of Students of pathophysiology period of Yazd University of Medical Sciences. Iran J Med Educ. 2010;9(3):208-15. [Persian]
[30]Farshi M, Babatabar Darzi H, Mokhtari Noori J, Mahmoudi H. Study of the effect of air evacuation and transport training using lecture method on nurses' level of learning. Iran J Crit Care Nurs. 2012;5(1):17-22. [Persian]
[31]Mohamadkhah F, Amin Shokravi F, Faghihzadeh S, Babaei Heydarabadi A, Kazwmbeygi F, Maghsoodi R. Comparison of two methods of dental health education lectures and film screenings on knowledge, attitude and practice of students. J Ilam Univ Med Sci. 2013;20(5):43-50. [Persian]
[32]Kolaeinejad J, Jafari Nedoushan S. The effectiveness of guided discovery method in mathematics lesson on creativity of third primary school daughter students. J Initiat Creativity Humanit. 2014;3(3):93-112. [Persian]