A Study of the Effects of Collaborative and Dual Testing Methods on Retention of Course Material Among Baccalaureate Nursing Students PDF Download
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Author: Doris Ann Tucker
Publisher:
ISBN:
Category : Group work in education
Languages : en
Pages : 102
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Author: Doris Ann Tucker
Publisher:
ISBN:
Category : Group work in education
Languages : en
Pages : 102
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Author: Karen Kay Vietz
Publisher:
ISBN:
Category :
Languages : en
Pages : 262
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Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 752
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Author:
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 776
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Author: Library of Congress. Copyright Office
Publisher: Copyright Office, Library of Congress
ISBN:
Category : Copyright
Languages : en
Pages : 1328
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Author: Andrea Fowler Sartain
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 93
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Book Description
Nursing faculty are constantly seeking ways in which to improve retention of students' knowledge. Historically, nursing students have been given a few assessments per semester, followed by a comprehensive exam at the conclusion of the course. Utilizing testing as a study tool rather than merely a form of assessment assists students in making the transition from memorization of facts to understanding concepts. The purpose of this study was to examine the relationship between the frequency of testing within a baccalaureate undergraduate nursing course and students' examination scores. This quasi-experimental study was conducted with four cohorts of students enrolled in a fundamentals nursing course. The control group consisted of two cohorts of students who received only unit exams and a comprehensive final. The experimental group was given quizzes in addition to unit exams and a comprehensive final. Students in the experimental group were further assessed to determine if there was a relationship between exam scores and their utilization of quizzing as a study tool. Additionally, one of the quizzing cohorts was provided information on the benefits of the use of quizzing as a study tool. Exam scores were then compared to the quizzing cohort who did not receive this information to determine if there was a relationship between students' knowledge of the potential benefits of testing and final exam scores. When comparing the quizzing and non-quizzing cohorts, quizzing was found to improve both unit and final exam scores. There were no statistically significant differences between students who reported using quizzing as a study tool and those who did not use quizzing as a study tool. There was also no statistically significant difference between the cohort of students who received information regarding the benefits of testing as a study tool and the cohort who did not. These findings indicate quizzing is an effective tool to help improve students' grades, regardless of how the quizzes are utilized by the students.
Author: Julia Wong
Publisher:
ISBN:
Category :
Languages : en
Pages : 39
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Author: Karen L. Cobb
Publisher:
ISBN:
Category :
Languages : en
Pages : 398
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Author: Rebecca Caldwell Oglesby
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 110
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Book Description
This project was a replication of a previous study conducted with medical residents to determine if repeat testing produced higher scores as compared to repeat study. Current literature reports that repeated testing produces higher scores than repeated studying. This project was conducted with first semester nursing students who were provided a learning session on two topics, followed by a multiple-choice test and review sheet for each topic. Two groups were randomly assigned. Each group tested on either Topic A or Topic B (Asepsis and Oxygenation) and studied the other topic. Testing sessions were held on the teaching day, at two weeks and at three months following the initial teaching session. Final tests compared using t-tests show the mean scores are 21% higher (p = 0.00) for the students who tested as compared to the students who studied the topics.
Author: Vicki Lee Byers
Publisher:
ISBN:
Category : Computer simulation
Languages : en
Pages : 274
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