Effect of Team-Based Learning on Learning Outcomes According to Thai Qualifications Framework for Higher Education in Experimental Study of Maternal and Newborn Nursing and Midwifery I among Nursing Students, Boromarajonani College of Nursing, Uttarad
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Abstract
This research is quasi-experimental research, one group pretest-posttest design to examine the knowledge of Maternal and newborn nursing and midwifery I subject and learning outcomes according to Thai qualifications framework for higher education. The participants consisted of 36 students who were 3rd year nursing students in Boromarajonani College of Nursing, Uttaradit. Instruments were collected by 3 components; namely, 1) the knowledge test 2) the questionnaire on nursing students’ learning outcomes according to Thai qualifications framework for higher education, and 3) the questionnaire on nursing students’ satisfaction on team-based learning. Data were analyzed by descriptive statistics and paired t-test.
Results were as follow:
1. The score of knowledge was passed standard scores by 12.26 percentages before implementation of team-based learning, and 98.51 percentages after implementation. The average score of Thai Qualifications Framework for Higher Education was 2.71 (SD = .79) before implementation of team-based learning, and 3.28 (SD = .62) after implementation.
2. The average score of knowledge after implementation of team-based learning was higher than before implementation at a statistical significance of p< .001.
3. The average score of learning outcomes according to Thai qualifications framework for higher education after implementation of team-based learning was higher than before implementation at a statistical significance of p< .001.
4. The satisfaction scores of team-based learning resulted in the high level with the average scores as 4.24 (SD = .66)
Therefore, team-based learning methods should be used for nursing teaching due to improving nursing students’ learning outcomes according to Thai qualifications framework for higher education.
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