การจัดการเรียนการสอนโดยใช้กระบวนการเวิลด์คาเฟ่ ต่อผลสัมฤทธิ์ และความสุขในการเรียนของนักศึกษาพยาบาล

Maneerat  Thiammok; Nipaporn Apisitwasana

Authors

Maneerat Thiammok Boromarajonani College of nursing Bangkok, Bangkok, Thailand.
Nipaporn Apisitwasana Boromarajonani College of nursing Bangkok, Bangkok, Thailand

Keywords:

world café, learning achievement, happiness in learning, nursing student

Abstract

This quasi-experimental study aimed to examine the effectiveness of World café instructional model on learning achievement and happiness in learning of nursing students in the Health Promotion and Illness prevention course. Population and sample of the study were 141 nursing students of Boromarajonani College on Nursing Bangkok. The participants were assigned into 2 groups: the experimental group consisting of 69 nursing students and the control group consisting of 72 nursing students. A set of research instruments included: 1) the document of the World Cafe process; 2) lesson plan of Child Development Evaluation using the World café instructional model; 3) learning achievement test; and 4) learning with happiness questionnaire. Data were analyzed using descriptive statistics, dependent t-test, and independent t-test.
Results were as follows:
1. Learning achievement of nursing students after studying with the World Cafe instructional model of the experimental group was higher than control group with statistically significant (t = 3.884, p < .001)
2. Happiness in learning of nursing students after studying with the World Cafe instructional model of the experimental group was higher than control group with statistically significant (t = 6.660, p < .001)
3. Learning achievement and learning happiness of nursing students in the experimental group after studying with the world cafe instructional model were significantly higher than befor the experiment (t = -12.536, p < .001; t = -6.632, p < .001 respectively)
These results suggest that nursing instructors should design lesson plan, environment, and learning process to enhance student participation. To develop learning process, greater happiness and learning
achievement, further studies comparing learning styles are needed.

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