Group Testing and its Effectiveness in Learning Selected Nursing Concepts

Abstract

THE PURPOSE of this study was to investigate the effectiveness of an instructional method, the group testing approach, as a teaching/learning strategy. The group testing approach allows students, placed in groups of three, to discuss among themselves answers to test questions before answering them on an individual basis. This approach was compared to the individual testing approach (conventional) with respect to short-term and long-term retention respectively on mid-term and final examinations. Subjects for the study consisted of 50 freshman nursing students enrolled in a Medical-Surgical nursing course. A teaching module dealing with the Care of a Client with Neurological Dysfunction was selected for the study. This same module was divided in Part I and Part II with specific behavioural objectives developed for each part. A pre-test was administered. Following the teaching of Part I, group testing (experimental method) as a formative evaluation test, was administered to all 50 students. Following the teaching of Part II individual testing (conventional method) as a formative evaluation test, was administered to all 50 students. Mid-term and final examinations covered the total neurological module along with other modules studied. Subscores for only Part I and Part II of the neurological module were considered for the study. The t-test for dependent samples was used to test hypotheses comparing 1. Pre-test with mid-term and pre- test with final; 2. Short-term retention experimental with short-term retention conventional and long-term retention experimental with long-term retention conventional. The t-test for independent samples was used to test hypotheses comparing the performance, on mid-term and final, of the three ability groups within the total sample (upper with middle, upper with lower, and lower with middle). An attitude test was also administered. The major findings of this study were the following: 1) Pre-test compared with mid-term and final showed a significant difference at the .05 level of significance with better performance on mid-term and final. 2) Comparison between ability groups (upper, middle, lower) showed no significant difference. 3) Comparison between the experi mental and conventional methods showed a significant difference at the .05 level of significance with better performance both in short-term and long-term retention for the experimental method. On the attitude test evaluating the group testing method the majority of the students were in favour of this strategy irrespective of ability groups. More research is needed in this area using a random sample with experimental and control groups. Also students with wider range of ability may be more appropriate subjects for a replicated study. This method of testing as expressed repeatedly in the attitude questionnaire is less threatening and promotes the idea of collaboration which is an attitude to be nurtured in the practice of nursing.