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Comparison of Traditional and Jigsaw Teaching Methods on Learning and Perception of Learning Environment of Operating Room Students of Iran University of Medical Sciences
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Sedigheh Hannani   , Najme Samii  , Alice Khacian |
| Iran University of Medical Sciences, Tehran, Iran , najme_63@yahoo.com |
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Abstract: (3511 Views) |
Introduction: The student-centered teaching methods results in better learning. Jigsaw is a teaching method that using interactive learning strategies in order to engage student in learning and lead to a more student-centered learning environment. Therefore, this study was aimed to determine the effect of Jigsaw teaching method on operation room technology student’s learning and perception of learning environment comparing with traditional teaching method.
Methods: In this quasi-experimental study that has been conducted in 2018, twenty-eight of undergraduate students were randomly divided into experimental and control groups. Experimental group were trained by jigsaw method and control group by traditional teaching method. The study data were collected by using the intervention content test and DREEM questionnaire in two groups before and after the intervention and analyzed by descriptive and inferential statistics.
Results: The study findings shown that there are significant statistical differences between two groups regarding to learning scores and perception of learning environment (P < 0.05). There was also a statistically significant difference in the perception of the educational environment between the students in the two groups of jigsaw and traditional education (p <0.05).
Conclusion: Teaching by the jigsaw method, by actively engaging students, desirably increases learning and significantly improves students' perceptions of the operating room environment. Therefore, it is recommended to use this teaching method to teach operating room students.
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| Keywords: Education, Teaching, Learning, Traditional, Jigsaw |
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Full-Text [PDF 1388 kb]
(1719 Downloads)
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Type of Study: Quantitative-Research |
Subject:
Special
Received: 2019/11/8 | Accepted: 2020/02/1 | Published: 2020/02/1
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