Effect of a Cooperative Learning Module on Nursing Students' Inquisitiveness in a Thai University
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Abstract
The inquisitiveness of nursing students before and after implementation of a cooperative learning module was tested among a group (n = 40). An Inquisitive Questionnaire was developed with a Cronbach's alpha coefficient of 0.93. The process of attempting to raise inquisitiveness was accomplished by adoption of the Student Teams-Achievement Divisions teaching strategy. Involved was a group process emphasizing shared learning, rewards, and grades. The focus was also on learning together as a group that involved reviewing, explaining, delegating, working together, submitting their assignment, and being evaluated as a group. This process was applied to the intervention group for three days a week over two weeks. The inquisitiveness of students was assessed before and after the intervention by using the developed questionnaire. Results demonstrated that the inquiry level and inquisitiveness of students improved after receiving cooperative learning intervention. Significance was at the .05 level (t = 6.80, p < 0.05). Cooperative learning promotes inquisitive learning process development, and facilitates nursing practice in accordance with established objectives. Nurses become more knowledgeable and competent in nursing subjects, skillful in nursing practice, and successful in nursing careers.
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