The Efficacy of the Spaced Learning Teaching Method on Student Engagement and Learning Anxiety

Abstract

Background: Spaced learning is a relatively new teaching method to enhance learning and memory retention. This study aims to investigate the effectiveness of spaced learning on student engagement and learning anxiety in the principles and techniques of nursing practical course. Methods: This quasi-experimental study involved 51 first-semester nursing students selected through convenience sampling and randomly assigned to either the experimental or control group. Data were gathered using three standardized questionnaires: demographic characteristics, Learning anxiety, and the Student Engagement in School Questionnaire (SESQ). During the implementation phase, after obtaining consent and completing the demographic characteristics form, the experimental group was taught using the spaced learning method, while the control group received traditional instruction. After completing the classes, students from both groups filled out the learning anxiety and student engagement questionnaires. Data were analyzed using SPSS (version 26) and descriptive and inferential statistics. Results: The mean age of participants was 19.46 years, with females comprising the majority (58.9%). The main findings indicated that the experimental group had significantly lower learning anxiety compared to the control group (P<0.05). Additionally, the total SESQ mean score was significantly higher in the experimental group (P<0.05). The spaced learning group students also had higher mean scores in all three SESQ dimensions (Affective, Behavioral, and Cognitive), with statistically significant differences observed only in the cognitive and behavioral dimensions (P<0.05). Conclusions: Spaced learning is a fun, enjoyable, cost-effective, and flexible teaching method that can improve the learning level of students through the management of learning anxiety. It also enhances student engagement, especially in the two crucial and influential cognitive and behavioral dimensions of academic success.