Learning Achievement and Self-Regulation Behavior of Nursing Students by Crystal-Based Learning in Nursing Research Subject
Keywords:
Learning Achievement, Crystal-Based Learning, Self-Regulation Behavior, Nursing Research SubjectAbstract
The aims of this pre-posttest quasi–experimental research were to: 1) compare learning achievement
before and after using crystal-based learning, 2) compare self-regulation behavior before and during studying by crystal-based learning, and 3) evaluate the crystal-based learning. Sample was third-year nursing students who enrolled in nursing research subject, faculty of nursing, Suan Dusit University. A total of 33 volunteers participated in this study. Experimental instrument was crystal-based learning. Questionnaires about knowledge, and self-regulation behavior, as well as an interview form were used for data collection in order to evaluate the crystal-based learning. The Item-Objective Congruence Index (IOC) was 0.83, 0.87 and 0.89, respectively. Reliability of the questionnaire about knowledge, and self-regulation behavior were 0.62 and 0.90, respectively. Descriptive statistics and paired t–test were employed for data analysis.Results were as follows: 1) After the experiment, nursing students had higher level of learning achievement than before the experiment (M=24.75, S.D.=3.72, and M=21.59, S.D.=2.42, respectively) with statistical significance (p <.01). The nursing students had higher learning achievement after applying the crystal-based learning, 2) Self-regulation behavior score during the experiment was higher than before the experiment (M=88.56, S.D.=6.25, and M=76.84, S.D.=7.90, respectively) with statistical significance (p <.01). The findings of this study indicate that crystal-based learning could facilitate nursing students to achieve their learning outcomes. In addition, the crystal-based learning encouraged a positive attitude towards nursing research subject. Therefore, crystal-based learning should be promoted and applied into other subjects in higher education.
References
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Wongchum, R. (2015). The Relationship between Learning Styles and Academic Achievement in SN 474 Introduction on Nursing Research Subject among Fourth year Nursing Students, McCormick Faculty of Nursing, Payap. University. Journal of Nursing Siam University, 16(31), 6-17.
Zimmerman, B. J. (1998). Developing self-fulfilling cycles for academic regulation: an analysis of exemplary
instructional models. In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulated learning: From teaching to self-reflective practice, (pp. 1-19). New York, NY, US: Guilford Publications.
Zimmerman, B. J. (1999). Self-efficacy and educational development. In A. Bandura (Ed.), Self-efficacy in
Changing Societies, (pp. 202-231). New York: Cambridge University Press.
Bandura, A. (2013). The role of self-efficacy in goal-based motivation. In E.A. Locke & G.P Latham (Eds.). Development in goal setting and task performance, (pp. 147-157). New York: Taylor & Francis.
Broadbent, J.& Poon, W. L. (2015). Self-regulated learning strategies & academic achievement in online higher
education learning environments: A systematic review. Internet and Higher Education, 27, 1-13.
Charoennit, S. (2016). A Comparison of Learning Achievement of Students in Business Mathematics and Self-Directed Results in 3C3R Teaching and Self-Directed Learning. Journal of Rangsit University: Teaching & Learning, 10(2), 38-48.
Chen, S. W., Stocker, J., Wanga, R. H., Chung, Y. C., Chen, M. F. (2009). Evaluation of self-regulatory online learning in a blended course for post-registration nursing students in Taiwan. Nurse Education Today, 29, 704–709.
Cheng, G. & Chau, J. (2013). Exploring the relationship between students’ self-regulated learning ability and their ePortfolio achievement. Internet and Higher Education, 17, 9-15.
Cho, M. H., & Kim, B. J. (2013). Students’ self-regulation for interaction with others in online learning
environments. Internet and Higher Education, 17, 69-75.
Crisp, J., Douglas, C., Rebeiro, G., & Waters, D. (2016). Potter & Perry’s Fundamentals of Nursing – Australian.
(5th Ed). Mosby Australia.
Gray, J. R., Grove, S. K., & Sutherland, S. (2017). Burns and Grove’s the Practice of Nursing Research. (8th ed.).
The United States: Saunders Elsevier.
Hong, J. C., & Kao, J. Y. (2017). The Crystal Project: A Study of Inquiry-based Science and Technology
Learning in Manufacturing Settings. National Taiwan Normal University. Retrieved July 9, from
https://www.researchgate.net/publication/237717891_The_Crystal_Project_A_Study_of_
Inquiry-based_Science_and_Technology_Learning_in_Manufacturing_Settings.
Iwamoto, D. H., Hargis, J., Bordner, R., & Chandler, P. (2017). Self-Regulated Learning as a Critical Attribute
for Successful Teaching and Learning. International Journal for the Scholarship of Teaching and Learning, 11(2), article 7.
Jansook, N., Nasae, J., Wongyai, S., & Jansook, C. (2017). Crystal-based Approach. Udonthani Hospital Medical Journal, 25(3), 247-253.
Jongjaisurathum, S., Supparerkchaisakul, N., & Damsuwan, W. (2015). Self-Regulated Learning strategies of 21st century. Journal of Behavioral Science for Development, 7(1), 15-26.
Kanjanawasee, S. (2013). Traditional test theory. (7th ed.). Bangkok: Publisher of Chulalongkorn University.
(in Thai)
Khammani, T. (2014). Teaching Technique: Knowledge for Effective Learning Process. Bangkok: Publisher of Chulalongkorn University. (in Thai)
Kuiper, R. A., & Murdock, N. (2010). Thinking Strategies of Baccalaureate Nursing Students Prompted by Self-Regulated Learning Strategies. Journal of Nursing Education, 49(8), 429-436.
Leyva-Moral, J. M., & Camps, M. R. (2016). Teaching research methods in nursing using Aronson’s Jigsaw Technique. A cross-sectional survey of student satisfaction. Nurse Education Today, 40, 78-83.
Mills, J., Yates, K., Harrisona, H., Woods, C., Chamberlain-Salaun, J., Trueman, S., et al. (2016). Using a community of inquiry framework to teach a nursing and midwifery research subject: An evaluative study. Nurse Education Today, 43, 34-39.
Mohamad, M. M., Sulaiman, N. L., Sern, L. C., & Salleh, K. M. (2015). Measuring the Validity and Reliability of Research Instruments. Procedia - Social and Behavioral Sciences, 204, 164 -171.
Narapongkasem, S., Dinlansagoon, M., & Meesuk, N. (2014). The Development in Article Writing Ability through Crystal – Based Approach For Yala Rajabhat University’s Students. Parichart Journal, Thaksin University, 27(3 special issue), 50-62.
Nelson, A. E. (2017). Methods Faculty Use to Facilitate Nursing Students’ Critical Thinking. Teaching and Learning in Nursing, 12, 62-66.
Panadero, E. (2017). A Review of Self-regulated Learning: Six Models and Four Directions for Research. Frontiers in Psychology, 8(422), 1-28.
Polit, D. F., & Beck, C. T. (2014). Essentials of nursing research: appraising evidence for nursing practice. (8th ed.). Philadelphia: Wolters Kluwer/Lippincott/Williams & Wilkins Health. United States.
Sinlarat, P. (2014). Principles and techniques of teaching in higher education. (4th ed.). Bangkok: Publisher of Chulalongkorn University. (in Thai)
Srisatidnarakul, B. (2012). Development and validation of research instruments: psychometric properties. Faculty of Nursing, Chulalongkorn University. Bangkok: Publisher of Chulalongkorn University. (in Thai)
Suwanwaiphatthana, W., & Kathalae, D. (2011). The Evaluation of Student Centered Learning Method in Nursing Research Subject at Boromarajonani College of Nursing, Nakhonratchasima. Journal of Nursing and Education, 4(3), 16-25.
Teeraputon, D. (2015). The Proposed of Self-regulated Learning and Collaborative Learning with Blended Learning Instructional Model for Undergraduate Students: SR-C-BL-IM. Journal of Education Thaksin University, 15(2), 109-121.
Thammongkhondet, W & Phrompan, I. (2011). Effects of Teaching Printed Textile Design by Using the Crystal-Based Instructional Model on Learning Outcomes of Undergraduate Students in Fine and Applied Arts Programs. Online Journal of Education, 6(1), 585 - 599.
TQF 3 Nursing Research Subject. (2017). 2nd semester of academic year 2017. Faculty of Nursing, Suan Dusit University. (in Thai)
TQF 5 Nursing Research Subject. (2016). 2nd semester of academic year 2016. Faculty of Nursing, Suan Dusit
University. (in Thai)
Ubonsri, P., Sirinapadon, J., Oungsakul, L., Sooksangdow, A., & Tosangwarn, S. (2010). Satisfaction of Nursing Research Course Management for Nursing Students at Boromarajonani College of Nursing Nakhonratchasima. The Journal of Boromarajonani College of Nursing, Nakhonratchasima, 16(1), 83-97.
Virtanen, P., Niemi, H. M., & Nevgi, A. (2017). Active Learning and Self-Regulation Enhance Student Teachers’ Professional Competences. Australian Journal of Teacher Education, 42(12), article 1.
Wattanatorn, A. (2008). The results of the research to develop teaching and learning on Crystal-Based Learning in graduate studies. Faculty of Education Naresuan University. (in Thai)
Wongchum, R. (2015). The Relationship between Learning Styles and Academic Achievement in SN 474 Introduction on Nursing Research Subject among Fourth year Nursing Students, McCormick Faculty of Nursing, Payap. University. Journal of Nursing Siam University, 16(31), 6-17.
Zimmerman, B. J. (1998). Developing self-fulfilling cycles for academic regulation: an analysis of exemplary
instructional models. In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulated learning: From teaching to self-reflective practice, (pp. 1-19). New York, NY, US: Guilford Publications.
Zimmerman, B. J. (1999). Self-efficacy and educational development. In A. Bandura (Ed.), Self-efficacy in
Changing Societies, (pp. 202-231). New York: Cambridge University Press.
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Published
2018-09-12
How to Cite
ธรรมกุล ด., ชอบอรุณสิทธิ ช., & ศรีทะแก้ว ณ. (2018). Learning Achievement and Self-Regulation Behavior of Nursing Students by Crystal-Based Learning in Nursing Research Subject. Princess of Naradhiwas University Journal, 10(3), 129–142. Retrieved from https://li01.tci-thaijo.org/index.php/pnujr/article/view/145311
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