The effect of web quest and team-based learning on students’ selfregulation
Introduction: In this study, the authors aimed to examine the
effects of cooperative learning methods using Web Quest and
team-based learning on students’ self-direction, self-regulation,
and academic achievement.
Methods: This is a comparative study of students taking a course in
mental health and psychiatric disorders. In two consecutive years,
a group of students were trained using the Web Quest approach
as a teaching strategy (n=38), while the other group was taught
using team-based learning (n=39). Data gathering was based on
Guglielmino’s self-directed learning readiness scale (SDLRS) and
Buford’s self-regulation questionnaire. The data were analyzed by
descriptive test using M (IQR), Wilcoxon signed-rank test, and
the Mann–Whitney U-test in SPSS software, version 13. p<0.05
was considered as the significance level.
Results: The results of the Mann–Whitney U test showed that the
participants’ self- directed (self-management) and self-regulated
learning differed between the two groups (p=0.04 and p=0.01,
respectively). Wilcoxon test revealed that self-directed learning
indices (self-control and self-management) were differed between
the two strategies before and after the intervention. However, the
scores related to learning (students’ final scores) were higher in
the WebQuest approach than in team-based learning.
Conclusion: By employing modern educational approaches,
students are not only more successful in their studies but also
acquire the necessary professional skills for future performance.
Further research to compare the effects of new methods of
teaching is required.
Keywords: Clinical; Nursing; Training; Students learning; Internet; Problem-based learning
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P ISSN: 2322-2220 E ISSN:2322-3561
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Publisher: Shiraz University of Medical Sciences