A Quasi Experimental Study to Assess the Efficacy of Computer Assisted Instruction (CAI) with Concept Mapping (CM) in Teaching Fundamentals of Nursing Among Second Year Nursing Students of Selected Institutions in Tamilnadu

Anitha, A (2012) A Quasi Experimental Study to Assess the Efficacy of Computer Assisted Instruction (CAI) with Concept Mapping (CM) in Teaching Fundamentals of Nursing Among Second Year Nursing Students of Selected Institutions in Tamilnadu. Doctoral thesis, The Tamilnadu Dr. M.G.R. Medical University, Chennai.


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NEED FOR THE STUDY: From the studies of Jha, Ashish, Bates, David [et al.] (2009), "The medical profession is taking least effort to enrich and expand either with technology or research attributes in India". It is true, but nursing education should be dynamic as it deals with active interaction between the learners and computer knowledge in acquiring and strengthening the nursing concepts for problem solving in nursing. So the concept mastery is believed to be the learning outcome by the total interaction of the technology-based-structure of Computer Assisted Instruction (CAI) and the computer knowledge. Hence, the present research work tries to confirm the interactivity of self-instruction abilities supported by Concept Mapping (CM) with carefully structured variables identified from the works done at the global level. It was believed to be one of the recent and new dimensions of research in nursing education as perceived by the researcher. OBJECTIVES: 1. To validate a Computer Assisted Instructional (CAI) tested package in areas of selected topics in fundamentals of Nursing with Concept Mapping (CM). 2. To find out the effectiveness of CAI in areas of selected topics in fundamentals of Nursing with Concept Mapping (CM). 3. To find out the effectiveness of learning with concept map by comparing the pre and post-test values of both with CM and without CM group. 4. To find out the effectiveness of learning with CM by comparing the Mean Achievement Score (MAS) of both with CM and without CM group. 5. To compare the learning ability of CAI between the degree nursing and diploma nursing students. 6. To calculate the overall Learning Rate (LR) of students taught with and without CM in CAI. 7. To find out the relationship of attitude towards computer (CA) as determinant of learning efficiency. 8. To compare the learning rate of without CM and with CM group when taught with CAI in terms of different demographic variables. RESEARCH DESIGN: It was a Quasi-Experimental Pre - Post Single Group Design where the internal components are split on set criterion to act as control condition in uncontaminated homogenous nature with experimental group. SAMPLING: Around 828 II year GNM & B.Sc (N) students who were doing their nursing degree programme at selected nursing institutions situated in Tamilnadu were included in this study where in the 't' value is not significant which means there is no difference between them academically. The Random Sampling Technique was employed to select students. FINDINGS AND CONCLUSION: It has been widely acknowledged that, e-learning initiatives and transformations are the most useful channels for enhancing nursing education. The researcher attempts to provide a new line of thinking in CAI - CM based instruction in nursing in the selected learning atmosphere. Self-learning provides an ample scope for making in-depth analysis of the complex learning where the system software could elicit maximum involvement among learners as seen through the various combinations and comparisons like above mean and below mean groups, CAI with and without Concept Map; nativity of learners, institutional areas, previous experience in computer with and without, different levels of content densities, in terms of mean achievement score and learning rate an indicator of effective interaction by 't' value after analysis of variance (ANOVA)of 'f’ value. CAI based learning with concept map has higher 'f’ value (1422.07 - table 4) that substantiates the effectiveness of the e-learning. The level of learning effectiveness is high with above and below mean groups of high and low content densities, but excepting when two extremes are compared (Table 5 'f’ 2.0930 NS, ‘f’ 0.143137 NS) This may be due to extremes where the gap is large because of highest achievers with lowest that exceeds the boundaries of comparison; as observed by Horton Phillips (1993) when considering in the Meta analysis that in achievement and attitude when concept map is used to narrow down the difference. In general in most of the comparisons using more than two factorials (Hence ANOVA is used) interacting with one another like varying subject densities (Table 4 & 5) and Altitude towards computer also contributing in learning process confirming the influence by MAS on CAI-CM based learning and it is reported similarly by Taylor J, Wros P (2007) Abel WM Freeze M. (2006) and Clayton LH (2006) when they utilized CAI-CM in nursing with critical thinking. Taking the differences in content density as the basis for interaction analysis the Mean Achievement Score (MAS) and Learning Rate (LR) are analyzed as output indicators for effective learning. With Mean Achievement Score as dependant variable at all analyses there are perfect indications of effectivity at all variant combinations of pairing. But Learning Rate when used as dependent variable against content densities with and without CM, unlike Mean Achievement Score, found to be not significant (Table 7) in some selected comparisons. The observations are surprise and astonishment since learning rate has been clearly reflecting interaction. The advantages in CAI -CM based learning situation is seen in Graph I & II with difference in the content density and gender independently. Hence the sample distribution pattern in above and below mean groups is attempted to observe the interactive effect as over all in Learning Rate and Mean Achievement Score (MAS) in graphical representations (Table 10). The influence of CM is well authenticated in CAI based learning, when complemented with learning rate. The overall effect of the Self Instructional material with Computer Assisted Instruction has achieved a high level of influence on a learner in general. On Thermoregulation (easy) and Fluid and Electrolyte condition (difficulty) under partitioned analysis on learners demographic conditions age, gender, previous computer knowledge was found a varied range of influence of relatively significant to non significant. The absence of influence of the Self Instructional Package on the learner recorded in male students of nursing exclusively may be because of their indifferent attitude and dominant atmospheric inference of the opposite sex in profession. The findings of Gassert CA, McDovell(1995) was that the Nursing students come into nursing programme without the capability of using information technology supports our findings on computer knowledge for nursing students. Surprisingly those student nurses without earlier experience on computer surpasses others (F=204.25). It may be due to the curiosity aroused by the first experience of learning through technology. The focused age group 19 seems to be appropriate sample age without contaminations, the performance was noticeable. Using appropriate statistical methods the raw data are given meaningful presentation in the tables. The values in the table focus the direction of the study. It can be of any nature, but helps to reveal the truth of the research. Each table value expresses the data followed by its description. It was done on the hypothesis framed, so the hypothesis was either accepted or rejected in reference to the table value. Finally a meaningful inference was drafted from the data using the earlier reference work as guidance. DELIMITATIONS: The study is restricted to the selected area based on concept levels and problems associated with, for meaningful measurement of efficacy of instructions through techno-based-learning. Further concept map is used only as learning assisting device along with the main system (CAI) a virtual device for mind mapping. The institutions with e-learning supportive environment alone will be used for the study, not the common majority. SUGGESTIONS & RECOMMENDATIONS: Today's students are the tomorrow's clinical nurses, nurse administrators and researchers. So they must be prepared sufficiently to face tomorrow's health care challenges. Therefore nursing education should be enlightened with the following facilities: 1. E-Learning device like Computer Assisted Instructions can be developed in different subject areas to ensure quality education for self-paced learning at their own time, place, and pace suitable to individual differences. 2. Encourage students to learn by using concepts maps to improve active constructive learning, a part of constructivism in learning. 3. Teleconferencing and video conferencing can be arranged with students of other universities and subject experts to make the students to be familiar with the technology being used for extension. 4. Further research can be done in other specialization like maternity nursing, psychiatric nursing, etc., 5. Similar research can be done among the post graduate nursing students [M.Sc(N)] in different areas of nursing education. 6. The new technology of Video Conferencing also can be used and its effectiveness in the field of nursing education can be assessed. 7. A large scale study can be done to generalize the study findings.

Item Type: Thesis (Doctoral)
Uncontrolled Keywords: Efficacy, Computer Assisted Instruction (CAI), Concept Mapping (CM), Teaching Fundamentals of Nursing, Second Year Nursing Students, Selected Institutions, Tamilnadu.
Subjects: NURSING > Paediatric Nursing
Depositing User: Subramani R
Date Deposited: 23 Jan 2022 14:20
Last Modified: 23 Jan 2022 14:20
URI: http://repository-tnmgrmu.ac.in/id/eprint/19072

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