Effect of Blended vs. Traditional Teaching Methods on Nursing Students Academic Stress and Their Achievement at Mansoura University | ||
| Egyptian Journal of Health Care | ||
| Article 27, Volume 11, Issue 2, June 2020, Pages 408-426 PDF (783.03 K) | ||
| Document Type: Original Article | ||
| DOI: 10.21608/ejhc.2020.129135 | ||
| Authors | ||
| Awatef Hassan Kassem1; Eltahra Elsayed Abo Habieb1; Rania Mohamed Gad El-Bastwese2 | ||
| 1Assist.Prof& Lecturer in Nursing Administration Department, Faculty of Nursing, Mansoura University, Egypt | ||
| 2Lecturer of Community Health Nursing, Faculty of Nursing, Mansoura University, Egypt | ||
| Abstract | ||
| Background: The fast evolution in the use of technology allows educators to investigate suitable learning environments that integrate online learning with a traditional classroom lecture that provides students diverse learning style as blended learning. These approaches help students improve their performance and academic stress .Aim: Examine the Effect of Blended vs. Traditional Teaching Methods on Nursing Students Academic Stress and Their Achievement at Mansoura University. Design: Quasi- experimental design was utilized. Setting: Faculty of Nursing, Mansoura University. Subject: purposive sample of all third level students. Total number of the nursing students enrolled in the first semester of academic year 2018-2019 (n= 309 nursing students) at the Nursing Administration credit course, Study group= 149 and Control group = 160.Tool of data collection: Self-administered structured questionnaire, Academic Stress Scale and academic achievement form. Results: Mean score of students' perception of course by using blended method was higher than students who learned by traditional method. Also, the mean score of academic stress was higher among students they learned by the traditional method than those learned by the blended method. Achievement alternatively equal in good and very good grades but no failed students whose learning by the blended method. Total academic stress and achievement in the blended group were significant. While total academic stress and achievement at traditional group no significant difference. Recommendation: teachers and students requiring specialized training programs to uses computers and the internet and faculty management should take serious steps to enhance the development of teachers and students information technology skills | ||
| Keywords | ||
| Blended; Traditional; Academic Stress; Achievement. Nursing Students | ||
|
Statistics Article View: 412 PDF Download: 525 |
||
