Effects of the Inquiry Method Teaching on Cognitive Skills and Learning Achievement of Nursing Students Regarding the Roy Adaptation Model

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Benyapa Prompuk
Napha Tongkit
Saichol Junwijit
Saneh Khunkaew


          The purpose of this study was to examine the effectiveness of the inquiry method teaching in nursing students regarding the Roy Adaptation Model using the repeated measure designs. The sample was nursing students who were studying in the first year, enrolled in the  academic year 2017. The total of 52 nursing students were recruited, which was divided into the experimental and control group- 26 each. An intervention tool was Roy’s adaptation model teaching plan. The evaluation tools were the learning achievement questionnaire and cognitive skills questionnaire. Data were analyzed using descriptive statistics, repeated measurement ANOVA, and Multivariate Analysis of Variance). The results of this study were found; 1) After teaching immediately and after two weeks, the effects of the inquiry method teaching for nursing students concerning the Roy Adaptation Model were significantly higher mean scores of cognitive skills and learning achievement than before teaching (p < .001). 2) The effect of the inquiry method teaching for nursing students in regard to the Roy Adaptation Model, the experimental group had cognitive skills and learning achievement different from the control group with statistically significant (p < .05, .001, respectively) in the post-teaching measurement immediately. The experimental group had mean scores of cognitive skills and learning achievement ( X = 49.27, 8.19, respectively) higher than the control group. The active learning style for nursing students was set, which was the inquiry method of teaching about the Roy Adaptation Mode. Therefore, this pedagogical can prove that using the inquiry method teaching can develop cognitive skills and learning achievement and it should be implemented in other subjects.  


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