Cooperative learning and case study: does the combination improve students' perception of problem-solving and decision making skills?

Mary Baumberger-Henry

doi:10.1016/j.nedt.2005.01.010

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Cooperative learning and case study: does the combination improve students' perception of problem-solving and decision making skills?

Mary Baumberger-Henry

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Abstract

The purpose of this study was to investigate the effectiveness of cooperative learning techniques combined with case study on nursing students' self-perception of problem-solving and decision making skills in comparison with other teaching-learning methods. A quasi-experimental pre-test to post-test static group comparison design was used to determine the influence of the different teaching methodologies. Three associate degree colleges provided a convenience sample of nursing students (N=123). An experimental group (n=31) was taught through cooperative learning and case study. One comparison group, was taught through lecture and large group case study (n=46) and another comparison group was taught through lecture only (n=24). A third comparison group taught through lecture and occasional use of non-cooperative learning groups using continuing case study (n=22) was used as a post-test only control group. No two groups were significantly different at the 0.5 level. The results, however, showed that the experimental group obtained scores indicating somewhat better self-perception of both problem-solving and decision making skills.

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Adolescent Adult Decision Making Education, Nursing, Associate Female Humans Middle Aged Multivariate Analysis New Jersey Problem Solving Self Concept Teaching Clinical Trial Controlled Clinical Trial Journal Article Multicenter Study

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Mary Baumberger-Henry. 2005. Cooperative learning and case study: does the combination improve students' perception of problem-solving and decision making skills?. https://doi.org/10.1016/j.nedt.2005.01.010

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