HEMŞİRELİK EĞİTİMİNDE TERS-YÜZ SINIF ÖĞRETİM YÖNTEMİNİN ÖĞRENCİ BAŞARISINA ETKİSİ
ÖZ, Gözde ÖZARAS
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This research was conducted to determine the effect of Flipped Classroom Teaching Method on student achievement in nursing education. The sample of the study consisted of 40 students enrolled and accepted participate in the reseach in “Nursing Leadership” Çankırı Karatekin University, Faculty of Health Sciences, Department of Nursing in 2017-2018 Academic Year Autumn Semester. The first group of the study consisted of 20 students who were educated Flipped Classroom Teaching Method and the second group of the study consisted of 20 students who were educated Classroom Teaching. But, the study was completed with 19 students, due to personal reasons, not attending school and this course of 1 student in the classroom teaching method. “Introductory Information Form”, “Opinion Form for the Current Application”, “Determining Student Opinions About Flipped Classroom Teaching Method” and “Learning Outcomes Measurement Tools” were used as data collection tools. According to the study results, the scores of the Flipped Classroom group were found to be significantly higher than the scores of the Classroom Teaching Method for the homework, final exam and course final grade. In terms of homework and final scores, student achievement were obtained significantly higher scores in Flipped Classroom in the steps of evaluating high cognitive levels (practice-1-2, synthesis-2, analysis). Students expressed positive opinion about ”providing flexibility” and negative opinion about “system infrastructure problems.” Based on the results of the research, Flipped Classroom was shown as a valuable method that can be used for teaching concepts and can be integrated to the other nursing undergraduate courses and enhances students’ taking responsibility of self-learning and experience of learning by himself/herself.