The Effectiveness of Using Blended Multimedia in Mechanism of Delivery for Nursing Students
Keywords:multimedia, delivery mechanism, nursing students
Introduction: Using multimedia in teaching helps learners to study at self-paces. They can spend as much time as they desire which results in higher abilities to concentrate and have their own inspiration and purposes. Students may gain benefits from how well they learn and how long they can stay focus. Therefore, teachers can improve teaching methods by adding interesting teaching media and innovations to their courses to attract students’ attention. Research objectives: This study aimed to examine the effectiveness of blended learning using multimedia in teaching labor mechanisms. Research methodology: The study was a quasi-experimental research using matching pretest/posttest control group design. Sample were 72 third-year nursing students. They were allocated to a control and an experimental group, 36 for each group. Research instruments were as follows: 1) the multimedia about delivery mechanism with effectiveness index of .67; 2) the 20-item knowledge test about delivery mechanism with the reliability of .70 assessing for three times at pre-test, after class lecture, and after watching the multimedia; 3) the satisfaction towards the multimedia about mechanism of delivery questionnaire with the reliability of .98; and 4) the self-directed learning questionnaire with the reliability of .87, which was administered after class lecture and use of multimedia. Demographic data were analyzed using descriptive statistics (mean and standard deviation). Dependent t-test was used to compare knowledge score within the group. Independent t-test, and multi-way ANOVA were used to compare the difference of knowledge between control and experimental groups. Results: Results showed that 1) the effectiveness of the multimedia about mechanisms of labor (Efficiency of process/Terminal Behavior; E1/E2) was 83.83/67.17; 2) the average knowledge scores at pretest and after class lecture among students in the experimental group (mean = 5.12, and mean = 8.83) and control group (mean = 5.43, mean = 9.26) were not significantly different. After learning through using multimedia, the experimental group had a significantly higher average knowledge score than that of the control group (mean = 13.43); 3) the satisfaction towards multimedia about delivery mechanism of the experimental group was at very good level (mean = 4.54, SD = 0.53); and 4) the average self-directed learning score of the experimental group was significantly higher than that of the control group (p < .05). Conclusions: The findings demonstrate the effectiveness of blended learning for teaching mechanisms of labor for nursing students. Implications: There should be a study on a sustainability of learning outcomes prior to clinical practice and nursing care competency of nursing students should be observed.
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