Students today have a preference for digital literacy, experiential learning, interactivity and immediacy. Therefore, nurse educators are challenged to incorporate innovative student-centered teaching strategies that are tailored to meet the learning needs of this digitally literate student population, also referred to as the millennial generation. However, instructional strategies that promote passive learning, such as the traditional lecture, continue to dominate the classroom in many educational settings, rather than teaching strategies that foster active student engagement, a precursor to deep learning. Restructuring the learning environment to maximize student learning outcomes necessitates inclusion of a variety of teaching methods and resources, especially those that incorporate technology. A growing body of research is emerging on the incorporation of student response systems (SRS) technology into the classroom setting as an active learning, student-centered approach. Despite the accolades regarding SRS and the potential pedagogical possibilities within the classroom with their use, limited research exists in nursing education to support the effectiveness of SRS technology on the acquisition of knowledge or learning outcomes of nursing students. Further, few studies to date have examined the efficacy of SRS technology on student satisfaction relative to individual learning styles, especially in the population of minority nursing students enrolled in a historically black college and university (HBCU). The purpose of this study was to test the effectiveness of SRSs as a pedagogical tool. Moreover, the over-arching purpose was to test the effectiveness of SRS on learning outcomes or knowledge acquisition in junior- level, second semester baccalaureate nursing students. In addition, this study sought to determine the effect of student satisfaction with SRS technology relative to varied learning styles. The Kolb Experimental Learning Theory was used to guide this research. A pretest, posttest quasi-experimental research design was used to conduct this study. Descriptive statistics, 2x2 ANOVA, ANCOVA, Pearson’s coefficient correlation, and Kendall’s tau were used to test five research hypotheses. The sample was comprised of 57 undergraduate nursing students enrolled in an obstetrical nursing course in an HBCU setting. The vast majority of the sample was African American (87.7%) and female (75.4%). The age of the participants ranged from 20 to 47 years of age, with a mean age of 25.94 (SD = 6.79) years. Students were randomly assigned to two groups- the experimental group (a didactic lecture using SRS technology) and the control group (didactic lecture only). Both groups received a pretest customized HESI examination, the Kolb Learning Style Inventory (KLSI), and a case study prior to their initial lecture. The study was conducted over a three- week period and covered content on high risk obstetrical nursing care. Both groups also received a parallel posttest customized HESI examination at the end of the study. The experimental group completed a satisfaction survey at the end of the study. Findings related to null hypothesis 1 revealed that there was no statistically significant difference in pretest and posttest knowledge acquisition scores between the two groups. Findings related to null hypothesis 2 revealed that there was no statistically significant difference in posttest HESI examination mean scores between the experimental group and the control group with regard to their learning styles. Kendall’s tau and Pearson product-moment correlation coefficient were used to analyze null hypotheses 3 and 4 to determine whether a statistically significant correlation existed between learning styles, gender, age, GPA, satisfaction, and HESI pretest and posttest scores for the experimental group (SRS technology with didactic lecture) and the control group (didactic lecture only). Data analysis revealed that there were no statistically significant correlations among the specified variables. Descriptive frequencies were used to determine the level of student satisfaction related to using the SRS for the experimental student group. The modified version of the Meedzan Clicker Satisfaction Survey revealed an overall mean score of 21.46 (SD = 3.50) among the experimental group (SRS with didactic lecture), indicating overall satisfaction with the use of SRS. Moreover, an overwhelming majority of the experimental group (86%) reported the use of SRS to be favorable. Findings from this study have significant implications for nursing education. Although the students perceived the use of SRS to be satisfactory, this use did not impact the knowledge acquisition of the students. However, active teaching strategies that utilize the SRS as a pedagogical tool can be effectively used to increase student participation. Findings also revealed that the two most frequently reported learning styles identified by the students in both groups were accommodating and diverging. Accommodators prefer active experimentation and concrete experiences. Divergers prefer concrete experiences and reflective observation. These two learning styles are representative of today’s millennial generation of students
|Commitee:||Bator, Sharon, Brown, Sandra, Jones, Kathryn, Rami, Janet|
|School:||Southern University and Agricultural and Mechanical College|
|School Location:||United States -- Louisiana|
|Source:||DAI-B 77/06(E), Dissertation Abstracts International|
|Subjects:||Educational tests & measurements, Nursing|
|Keywords:||Student response systems|
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