Zareie Farzad, Baghaei Rahim, Sheykhi Naser, Rasouli Davood
Boukan Faculty of Medical Sciences Urmia University of Medical Science Urmia Iran.
Patient Safety Research Center, Clinical research institute, Nursing and Midwifery school Urmia University of Medical Sciences Urmia Iran.
Health Sci Rep. 2025 Jan 23;8(1):e70366. doi: 10.1002/hsr2.70366. eCollection 2025 Jan.
The primary teaching approach known as "traditional lecture" has drawbacks, including being dull and reducing student participation, which has made students feel negatively about it. It seems that by implementing certain changes, active learning techniques like the "Audience Response System" could alter students' perceptions of lectures. The purpose of this study is to find out how employing "ARS" throughout a course has affected nursing students' perceptions of traditional lectures.
In present research, 44 nursing students participated in quasi-experimental study (Pretest-Posttest Design). A 5-item, 5-point Likert questionnaire and a pre-test question regarding the degree of participation during lecture were used to gauge the students' attitudes towards lectures. Following that, a six-session pharmacology course including "Lectures + ARS" was held. Following the completion of the course, the original questionnaire, a posttest question regarding attitudes, and four 3-point Likert items regarding students' opinions regarding the use of ARS going forward were used to assess changes in the students' attitudes towards lectures. SPSS Ver. 26 was used for the data analysis. < 0.05 was taken into consideration as the significance threshold.
In comparison to before the course, the students' attitudes towards lectures had changed in a positive and significant way, specifically in items such as learning quality improvement, decreasing boredom, increasing participation and class activity. However, in the domain of "decreasing the use of lecture," the ARS had failed to change the students' attitudes. 79.6% of students stated that the ARS had changed their attitudes towards lectures. More than 90% of students agreed with continued use of ARS in the future.
Lecturing could transform from a passive position to an active position by implementing ARS. Lecture + ARS could lead to improvement in students' class participation and activity, both of which are essential factors of an optimal education.
被称为“传统讲座”的主要教学方法存在弊端，包括枯燥乏味且会降低学生参与度，这使得学生对其产生负面感受。似乎通过实施某些变革，诸如“课堂反馈系统”之类的主动学习技巧能够改变学生对讲座的看法。本研究的目的是探究在一门课程中采用“课堂反馈系统”如何影响护理专业学生对传统讲座的看法。
在本研究中，44名护理专业学生参与了准实验研究（前测 - 后测设计）。一份包含5个项目、5级李克特量表的问卷以及一个关于讲座期间参与程度的预测试问题被用于衡量学生对讲座的态度。在此之后，举办了一门为期六节的药理学课程，课程内容包括“讲座 + 课堂反馈系统”。课程结束后，使用原始问卷、一个关于态度的后测问题以及四个关于学生对未来使用课堂反馈系统看法的3级李克特量表项目来评估学生对讲座态度的变化。使用SPSS 26版进行数据分析。将P < 0.05视为显著性阈值。
与课程开始前相比，学生对讲座的态度发生了积极且显著的变化，特别是在诸如学习质量提高、减少枯燥感、增加参与度和课堂活动等方面。然而，在“减少讲座使用”这一领域，课堂反馈系统未能改变学生的态度。79.6%的学生表示课堂反馈系统改变了他们对讲座的态度。超过90%的学生同意未来继续使用课堂反馈系统。
通过实施课堂反馈系统，讲座可以从被动变为主动。讲座 + 课堂反馈系统能够提高学生的课堂参与度和活动，而这两者都是优质教育的关键要素。
