ผลการจัดการเรียนรู้โดยใช้การเรียนออนไลน์ในระบบเปิดสำหรับมหาชน (MOOCs) ต่อผลสัมฤทธิ์ทางการเรียนวิชาการพยาบาลมารดา ทารกและการผดุงครรภ์ของนักศึกษาพยาบาล

Pattiya  Chainakin; Janyalak  Sukjaem; Piyathida  Sriphongsut; Waranan  Ruenprot; Sirawan  Karuna; Poramapon Vachiravanichakij; Sudarat   Thepbuddee; Ariya  Phengsuk

Authors

Pattiya Chainakin Kuakarun Faculty of Nursing, Navamindradhiraj University
Janyalak Sukjaem Kuakarun Faculty of Nursing, Navamindradhiraj University
Piyathida Sriphongsut Kuakarun Faculty of Nursing, Navamindradhiraj University
Waranan Ruenprot Kuakarun Faculty of Nursing, Navamindradhiraj University
Sirawan Karuna Kuakarun Faculty of Nursing, Navamindradhiraj University
Poramapon Vachiravanichakij Kuakarun Faculty of Nursing, Navamindradhiraj University
Sudarat Thepbuddee Kuakarun Faculty of Nursing, Navamindradhiraj University
Ariya Phengsuk Kuakarun Faculty of Nursing, Navamindradhiraj University

Keywords:

Massive Open Online Courses (MOOCs), academic achievement, nursing students

Abstract

This study was a quasi-experimental research using a two-group pretest-posttest design. The objectives were: 1) to compare students’ average score before and after studying through a Massive Open Online Course (MOOCs), and 2) to compare post-intervention average score between students learning through MOOCs and those receiving traditional classroom instruction. The sample consisted of 50 second-year nursing students, selected through purposive sampling based on specific inclusion criteria. They were divided into an experimental group and a control group, with 25 students in each group. The experimental group received learning management through MOOCs, while the control group participated in traditional classroom learning. The research instruments included: 1) a learning management program using MOOCs, and 2) a knowledge test with an index of item-objective congruence (IOC) of .75 - 1.00. The reliability coefficient for the entire test, analyzed using KR-20, was .80. Data were analyzed using paired samples t-test and independent samples t-test.

The results showed that both the experimental group and the control group had moderate post-test scores (M = 14.60, SD = 3.44 and M = 9.44, SD = 2.29, respectively). The experimental group showed a statistically significant increase in mean score from pre-test to post-test at the .05 level (t = -10.853, p = .000), and the control group also showed a statistically significant improvement at the .05 level (t = -6.225, p = .000). Moreover, the post-test mean score of the experimental group was significantly higher than that of the control group at the .05 level (t = 6.241, p = .000).

In conclusion, learning through MOOCs in maternal, newborn and midwifery nursing led to higher academic achievement in post-intervention than traditional classroom learning. Therefore, the use of MOOCs should be promoted and expanded to other subjects to improve the academic performance of nursing students.

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