A Comparative study on Effect of Jigsaw Puzzle Method among nursing students’ academic level of performance at Oman Nursing Institute, Muscat

Renganathan, Lakshmi

doi:10.15373/2249555x/sept2013/57

Cited by 11 publications

(12 citation statements)

References 4 publications

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“…The JT has been used in various fields, such as mathematics (Camp Mora et al, 2007;Lluch Peris, 2007), microbiology (Baviskar, 2013;Soto et al, 2011), computer programming (Anguas et al, 2007), physical education (Navarro Leandro et al, 2008), chemistry (Davis-McGibony, 2010;Doymus, 2008) and medicine and nursing (Buhr et al, 2014;Renganathan, 2013), producing positive results in satisfaction and the acquisition of knowledge. The technique has also been shown to increase students' self-efficacy in French language and mathematics courses (Darnon et al, 2012).…”

Section: Accepted Manuscriptmentioning

confidence: 99%

Teaching research methods in nursing using Aronson's Jigsaw Technique. A cross-sectional survey of student satisfaction

Leyva‐Moral

Riu

2016

Nurse Education Today

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Section: Accepted Manuscriptmentioning

confidence: 99%

Teaching research methods in nursing using Aronson's Jigsaw Technique. A cross-sectional survey of student satisfaction

Leyva‐Moral

Riu

2016

Nurse Education Today

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“…This is due to the lack of external motivations to encourage them to be be more commited in learning academic subjects. A similar study was conducted by Titi (2007) and Renganathan (2013) regarding the impacts of Jigsaw III cooperative learning towards motivation and achievement in Mathematics. Results of the study revealed that there was a significant difference of mean score for the aspects of motivation and achievement.…”

Section: Research On Teaching Practices and Students' Achievementmentioning

confidence: 71%

Application of Multiple Intelligence Theory to Increase Student Motivation in Learning History

Ahmad¹,

Seman²,

Awang³

et al. 2014

ACH

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This study aimed at investigating the enhancement of motivation among low achievement students in the History lesson, after the multiple intelligence theory was integrated in teachers' teaching practices. The teachers were expected to apply a new approach with various teaching activities to motivate students to learn. The sample consisted of 68 low achievement students, who were then divided into two groups: 34 students were treated in the treatment group, while another 34 students were put in the control group. This is a quasi-experiment of non equivalent control group design. The questionnaire was distributed to students of both groups, to test the effectiveness of the integration approach. Analysis of the mean and standard deviation was conducted for both groups, while the null hypothesis was tested by the t-test. Based on the pre-test, there was no significant difference between the two groups. The post-test recorded significant motivational differences between the two groups studied. It was determined that the integrated History lesson with multiple intelligences had increased the level of motivation among students in the treatment group. This shows that diversity of methods and activities undertaken were able to change students' perception about the History subject and had increased their interests to learn History. Hence, it can be concluded that integrated multiple intelligence activities are able to increase students' motivation to learn History.

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“…Renganathan'ın çalışmasında jigsaw tekniğinin öğrencilerin eleştirel düşünme becerisine, sosyal ilişkilerine, iletişim ve problem çözme becerilerine de olumlu yönde yansıdığı belirtilmiştir (Renganathan, 2013 (Renganathan, 2013;Şimşek vd., 2008). (Scheckel, 2017).…”

Section: İşbirlikli öğRenme Gruplarını Geleneksel öğRenme Gruplarındaunclassified

Hemşi̇reli̇k Eği̇ti̇mi̇nde İşbi̇rli̇kli̇ Öğrenme Modeli̇

Karasu

2020

İnönü Üniversitesi Sağlık Hizmetleri Meslek Yüksek Okulu Dergisi

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Yaşanan teknolojik gelişmeler ve artan küreselleşme ile birlikte günümüzde hemşirelerin çağın getirdiklerine uyum sağlama, üstlendikleri rol ve sorumluluklarını yerine getirebilmesinde sürekli olarak entelektüel ve öğrenme becerilerini geliştirmeleri gerekmektedir. Hemşireler, sağlık bakım ekibinin önemli bir parçasıdır. Hemşirelik eğitiminin başlıca hedefi diğer sağlık bakım ekip üyeleri ile birlikte çalışabilecek profesyonel hemşireleri hastanın yararına olacak şekilde hazırlamaktır. Geleneksel öğretim yöntemlerinin eğitici merkezli ve ezbere dayalı bir eğitimin yerine, öğrencinin aktif olarak öğrenme ve öğretme sürecine katıldığı eğitim programları oldukça önemlidir. İşbirlikli öğrenme, hemşirelik öğrencilerine işbirliğini öğrenme ve uygulama fırsatları sunarak öğrencilerin mesleki bilgi ve beceri performansının yanı sıra akademik başarısını arttırmada, problem çözme, eleştirel düşünme ve kişilerarası becerilerini geliştirerek kaliteli sağlık hizmetinin oluşturulmasına yardımcı olacaktır. Bu derlemenin amacı hemşirelik eğitiminde işbirlikli öğrenme modelini irdelemek ve eğitim sürecine etkisini ortaya koymaktır.

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A Comparative study on Effect of Jigsaw Puzzle Method among nursing students’ academic level of performance at Oman Nursing Institute, Muscat

Cited by 11 publications

References 4 publications

Teaching research methods in nursing using Aronson's Jigsaw Technique. A cross-sectional survey of student satisfaction

Teaching research methods in nursing using Aronson's Jigsaw Technique. A cross-sectional survey of student satisfaction

Application of Multiple Intelligence Theory to Increase Student Motivation in Learning History

Hemşi̇reli̇k Eği̇ti̇mi̇nde İşbi̇rli̇kli̇ Öğrenme Modeli̇

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