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Edited Nursing Research Paper
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CHAPTER I
THE PROBLEM
Introduction
For fourth year nursing students, the concept of maladaptive patterns of behavior is a
significantly important topic because of its weight on the total grade in Nursing Care Management 104.
It is 60% of the total concept grade and it is taken only in one week pushing the students to make use
of the study skills they have known to be beneficial for them.
One such study skill used is the use of group study. No strict criterion is employed in forming a
group to learn with, leading to variations of factors that may have actually been detrimental to the
students’ acquiring their knowledge. The factors in focus by the investigators are the following:
number of times an individual was involved in a group study, the duration of group study and the
number of people per group.
The investigators would in turn, determine if any of the factors in focus has a direct effect to the
learning outcome of the students. Finally, in knowing how these factors directly affect their learning
outcome, the students are now empowered on how they will carry out their group study.
Statement of the Problem
Specifically, this research aims to answer the following questions:
1. What are the characteristic of the participants that contribute to the effectiveness of group study
approach?
a. Age
b. Gender
2. What are the ideas of the respondents on what group study is all about, is it really beneficial for
them?
3. Which factor most significantly determines the effectiveness of group study to the learning
outcome in the concept of maladaptive patterns of behavior?
a. number of times an individual was involved in a group study
b. duration of group study
c. number of people per group
Conceptual Framework
The investigators focused on the following factors related to group study: number of people per group,
duration of group study held and the number of times an individual was involved in the group study.
The investigators believed that if there are a fewer number of people in a group, a long duration per
session, and the more number of times an individual was part of a group study would mean that the
student will obtain a higher quality of learning.
Theoretical Framework
The theory of Adult learning by Malcolm Knowles was chosen to be the most appropriate
theory for this research. Malcolm Knowles has argued that adulthood has arrived when people behave
in adult ways and believe themselves to be adults. It is then that they should be treated as adults. He
GROUP
STUDY
number of people per group
duration of group study held
number of times an individual was
involved in the group study
LEARNING OUTCOME To the concept of Maladaptive Patterns of Behavior
taught that adult learning was special in a number of ways. One of them is that adult learners bring a
great deal of experience to the learning environment which can be a factor in the contribution of
information based on experienced coupled with learned concepts. Another one is that adults expect to
have a high degree of influence on what they are to be educated for, and how they are to be educated.
This results to motivation to achieve a certain goal. It has also been explained that the active
participation of learners should be encouraged in designing and implementing educational programs.
Through this, there is active collaboration which further deepens the learning through retention and
internalization. Which furthermore explains that adults need to be able to see applications for new
learning. Adult learners expect to have a high degree of influence on how learning will be evaluated
and expect their responses to be acted upon when asked for feedback on the progress of the program.
According to Burns (1995, p.233), by adulthood, people are self-directing. This is the concept
that lies at the heart of andragogy. Andragogy is therefore student-centered, experience-based,
problem-oriented and collaborative very much in the spirit of the humanist approach to learning and
education.
Pogson and Tennant (1995) provided a perspective of adulthood as a social construction. They
say that the concept of a life's course varies for different individuals and different cultures; therefore
trainers and adult educators should be wary of definitive views of adults and their behaviour. Burns'
idea supports this concept through his petrol tank view of education which states that one should fill
the tank full at the only garage before the freeway, then go on life's journey. This means that people
should fill themselves with as much knowledge as they can at school before facing the other challenges
in life where one could get his fuel for sustainance.
Another aspect which should not be overlooked is the emotional aspect. Some adults can
approach formal educational settings with anxiety and feelings of high or low self-efficacy. Their
approach to new learning contexts can be influenced by how they appraise or evaluate the new
experience. For example: given two adults in a classroom where an exercise is about to begin, one
individual may interpret the exercise in such a way that leads to a feeling of 'excitement', while the
other person interprets the exercise in such a way that leads to the feeling of 'embarrassment'. It is self
evident that the way the individual interprets the situation and the subsequent emotion that arises, will
affect the kind of action the individual is to take. (Burns, 1995, p.16) Burns considers that such
appraisals, coupled with labels such as 'fear' or 'anxiety' can lead some learners to emotionally
disengage from the source of discomfort that is the learning experience. However, when coupled with
labels such as 'excitement' or 'challenge' the learner is led to take actions that focus on the task.
Significance of Study
The study will contribute to the social and intellectual life of people concerned in the study. If the
outcome will yield positive results towards the effects of group study it would aid the students in
choosing an approach in studying a particular concept. The results of the study would prove not only
relevant to the concept of Maladaptive Patterns of Behavior but as well as to the other topics covered
in the nursing curriculum. Students from other courses will also benefit from the outcome of the study
by providing a background on how studying in a group affects one’s learning outcomes.
Limitations
The study would focus on the factors chosen by the investigators and differences of the learning
outcomes of the students who participated in a group study The following would not be covered by the
research:
1. Heterogeneous group versus homogeneous group
Heterogeneous group is defined as a group composed of both male and female. On the other
hand, homogenous group pertains to a group composed of the same sex. This criterion was not covered
by the research for the reason that it would make the investigators become biased about the group
formation. The original group composition solely relies on the subjects’ preference rather than the
investigators’ preference. This quality of the grouping makes it an uncontrolled variable for the
investigators and so it was excluded.
2. Group selection
Group selection was defined by the investigators as a group criterion where in research
subjects’ grouping preferences fall under choices such as by friends, classmates, and acquaintance or
by random selection. This criterion was found to be difficult to control by the investigators and thus
was considered an extraneous variable. If this was to be included in the research, it would mislead the
investigators from the true or desired outcome of the study. Thus, group selection was excluded from
the study.
3. Structure of collaborative learning is the building of a group and/or ways, in which we can
envision, then organize and develop effective, meaningful collaborative projects. The structure
of something is how the parts of it relate to each other, how it is "put together”.
This research will not be involve on the study since investigators are only focusing on the
major group study not on how a group was built or organized.
4. The amount of teacher intervention in the group learning process
This research would not focus on the amount of teacher intervention in the group learning
process because there would be no teacher intervention present. If such intervention is present its effect
will not be essential to the results or findings.
5. The differences in preference for collaborative learning associated with gender and ethnicity
This research would not focus the difference in preference for collaborative learning associated
with gender and ethnicity is because our study would like to view the correspondents as equals. We
think that we should not look at gender and ethnicity as factors that would be essential in the study
6. Students have different learning styles--characteristic strengths and preferences in the ways
they take in and process information. Some students tend to focus on facts, data, and
algorithms; others are more comfortable with theories and mathematical models. Some respond
strongly to visual forms of information, like pictures, diagrams, and schematics; others get
more from verbal forms--written and spoken explanations. Some prefer to learn actively and
interactively; others function more introspectively and individually.
Every learning style of students individually will not be covered by this research because the
focus of this is to only find out the effectiveness of learning as a group not as an individual.
Hypothesis
HA: The number of times an individual was involved in a group study, the duration of group study and
the number of people per group has a direct effect on the effectiveness of a group study to a student’s
learning outcome.
Assumption
It is assumed that:
1. Each person has his own unique way of acquiring knowledge.
2. There are different factors affecting the effectiveness of a group study approach.
Definition of Terms
Study Group is a collection of individuals who gather together regularly to improve their
understanding of some non-trivial subject, such as a body of great literature, by participating in a
focused discussion. It is designed to facilitate discussion, sharing, and learning information. It is also
considered as an interactive learning where students help other students or a peer directed cooperative
learning strategy in an academically informal group setting. The main subjects of the research are the
Level IV nursing students of University of the East Ramon Magsaysay Memorial Medical Center who
are the fourth year nursing students of school year 2006-2007. They are the one who have already
taken the Concept of Maladaptive Patterns of Behavior, a concept in the subject Nursing Care
Management 104 which deals with the psychiatric dimension of health. It has the biggest weight in the
course of NCM 104. In particular, Nursing Care Management 104 is the subject taken by the level IV
nursing students in the 1st semester which focuses on curative and rehabilitative nursing concepts and
procedures. The students are evaluated through their Learning Outcome, the learning outcome being
considered in the study are the quiz results and long exam result. It is defined in terms of the
knowledge, skills, and abilities that students have attained as a result of their involvement in a
particular set of educational experiences. Learning outcome is the specification of what a student
should learn as the result of a period of specified and supported study.
CHAPTER II
REVIEW OF LITERATURE
The concept of collaborative learning, the grouping and pairing of students for the purpose of
achieving an academic goal has been widely researched and advocated throughout the professional
literature. The term "collaborative learning" refers to an instruction method in which students at
various performance levels work together in groups toward a common goal. The students are
responsible for one another's learning as well as their own. Thus, the success of one student helps other
students to be successful.
Proponents of collaborative learning claim that the active exchange of ideas within small
groups not only increases interest among the participants but also promotes critical thinking. According
to Johnson and Johnson (1986), there is persuasive evidence that cooperative teams achieve at higher
levels of thought and retain information longer than students who work quietly as individuals. The
shared learning gives students an opportunity to engage in discussion, take responsibility for their own
learning, and thus become critical thinkers (Totten, Sills, Digby, & Russ, 1991).
Through collaborative learning, students learn to work with all types of people. During group
interactions, they find many opportunities to reflect upon and reply to the diverse responses that fellow
learners bring to the questions raised. Groups also allow students to add their perspectives to an issue
based on their cultural differences. This exchange inevitably helps students to better understand other
points of view. When questions are raised, different students will have a variety of responses. Each of
these can help the group create a product that reflects a wide range of perspectives and is thus more
complete and comprehensive. Students also learn to relate to their peers and other learners as they
work together in-group enterprises. This can be especially helpful for students who have difficulty with
social skills. They can benefit from structured interactions with others. Each member has opportunities
to contribute in the group. Students are apt to take more ownership of their material and to think
critically about related issues when they work as a team and because there are more exchanges among
students in small groups, your students receive more personal feedback about their ideas and
responses. This feedback is often not possible in class lectures, in which one or two students exchange
ideas and the rest of the class listens.
According to Glasser (1986) students find a great deal of relevance and power through their
peer interactions. When students are given the opportunity to combine study with friendship they truly
thrive. One reason for this is the teamwork and camaraderie that come from friendly interactions.
Glasser uses basketball as an allegory for this concept. He observed that weak players do not relax and
let the better players carry them, and the better players do not resent the fact that the weaker ones are
not as good as they are. In fact they tend to encourage and help them. And when a weak player finally
gets to play and scores not only is his contribution cheered, but also his points are as much a part of the
final score as anyone else's. On a well-coached team, all players experience not only power but also a
strong sense of belonging, and it would not be amiss to say that there is love for both each other and
the coach. Glasser expands on the need for teams with eight reasons: (1) Teaming provides a sense of
belonging, (2) belonging provides the initial motivation to work; (3) Stronger students are fulfilled by
helping the weaker ones; (4) Weaker students find that their contributions help the team; (5) Students
do not depend solely on the teacher, but develop self reliance; (6) Teams allow students in depth
discussion and exploration of a subject; (7) Teams have the freedom to demonstrate their abilities and
learning in a unique format; (8) When teams are rotated then stronger students contribute to everyone's
success while maintaining their own high achievement.
Robert Slavin also has done extensive research on cooperative learning, and has developed
many team teaching methods. Slavin breaks teaming into two basic categories, group study and task
specialization. Group study is a way in which students work together to understand and apply group
rewards are given based on individual member's learning. In the category of group study there are
many examples of teaming. Slavin developed several of these in collaboration with others. Task
specialization takes place when teams divide up the studying to be done. Slavin subdivides these two
categories according to whether some of the methods include Student Team Learning, Student
Teaming-Achievement Divisions (STAD), Teams-Games-Tournaments, and Team Assisted
Individualization. In all these methods, groups study a problem together and then demonstrate their
knowledge through individual worksheets or tests. Some of the variations come in the form of how the
evaluations are weighted. Some have group competition, others equal opportunity scoring. All have an
individual reward system, like grades, built in.
In spite of these advantages, most of the research studies on collaborative learning have been
done at the primary and secondary levels. As yet, there is little empirical evidence on its effectiveness
at the college level. However, the need for noncompetitive, collaborative group work is emphasized in
much of the higher education.
Critics of group learning often point to problems related to vague objectives and poor
expectations for accountability. Some claim that working in a group, is an avoidance of teaching.
According to these critics, dividing the class into groups allows the teacher to escape responsibility.
Vicki Randall (1999), who has taught elementary, high-school, and college-level students,
cautions against abuse and overuse of group work. According to Randall, the many benefits of
cooperative learning sometimes blind us to its drawbacks. She identifies the following practices as
common weaknesses:
Making members of the group responsible for each other's learning can place too great a burden
on some students. In mixed-ability groups, the result is often that stronger students are left to teach
weaker students and do most of the work.
Encouraging only lower-level thinking and ignoring the strategies necessary for the inclusion of
critical or higher-level thought. In groups, there is sometimes only enough time to focus on the task at
its most basic level.
Some critics cite the mix of students as a source of potential difficulties, although they disagree
on which types of groups are problematic. Other dissenters highlight the overuse of cooperative groups
to the detriment of students who benefit more from learning alone. Yet others recommend that we
negotiate more with students to determine how they learn best and apply these ideas to the way we
structure classes.
A possible problem with cooperative learning involves gender inequities. Research (Cohen
1986; Sadker et al. 1991; Linn and Burbules 1993) shows that in science, and perhaps in other areas of
the curriculum as well, group learning may be less equitable for girls than autonomous learning. Group
learning may reinforce stereotypes, biases, and views of science and math as a male domain. Male
students may discredit females, and the group may become a microcosm of the "old boy" network that
has frequently discouraged women from participating in certain curricular activities. Specifically,
according to Sadker et al. (1991): The different and contradictory findings of the relatively few studies
analyzing cross-gender performance in cooperative learning organizations suggest that, by itself, the
implementation of cooperative learning groups does not necessarily lead to a more equitable and
effective learning environment for females.
According to the book done by Jose Calderon, it is unavoidable to have a social grouping
within a society. People group themselves in many different occasions and circumstances. Mr.
Calderon mentions that a lot of people especially men tend to group themselves with some reasons,
first is because of their gregariousness and second is cause of necessity. People tend to group
themselves with the same sex. It is just because everyone feels comfortable when they are with the
same gender. They know that the person can easily understand them. They can also easily adapt or
adjust since everyone has at least five and above characteristics that are similar. The other one is that
because it is necessary that’s why they need to work with another company of men. These necessities
are things that a man cannot do alone, for example, fighting a common enemy and of course it can also
be applied in building a house, office, bridge and other construction type. It is obvious to say that
people tend to do work as a group with the same sex as a belief that work can easily be done together,
with understanding and appreciation.
In an article of Dr. Spencer Kagan (1998) it was mentioned that in the traditional classroom the
professor hopes for homogeneity. The greater the difference in ability levels of the students, the more
difficult the job of the mentor. In a very heterogeneous classroom the professor is faced with an
impossible dilemma: Should I teach to the high achieving students, but teach beyond the grasp of the
lows. Or should I teach to the lows, but fail to properly stimulate the highs?
Cooperative learning in contrast to this is based on the assumption of heterogeneity. If everyone on the
team had exactly the same ability level and information base, no one would have anything to learn
from each other. Heterogeneity in interaction produces learning: "Four heads are better than one" and
"None of us are as smart as all of us." It is difficult, however, when a heterogeneous teams first sits
down to work together. The high achiever looks across the team table at the lowest achiever in the class
and asks herself, "Do I really have to work with that dummy?" Meanwhile, the lower achiever is
eyeing the high achiever and thinking, "Oh no, I am stuck with that nerd as a teammate." It is for these
reasons that we have found teambuilding and classbuilding to be key elements for success in
collaborative learning. The teambuilding and classbuilding methods emphasize getting to know each
other and respecting individual differences. Collaborative learning is successful to the extent
teammates come to celebrate their diversity, to the extent they understand that in their diversity lays
their strength.
Time and how student manage it plays a factor in improving the learning outcomes of students.
According to an article by Katie Germin (2001), there are many good ways on how to manage your
time to determine one’s best time for studying: She mentioned that study times are to be done when
you have the best concentration, which is usually during, early in the morning or late in the evening.
Another is by setting priorities between your family or other responsibilities and your study. Planning
ahead is another way to manage your time. Lastly, make use of small blocks of time: An hour is ample
time to accomplish something useful, such as reviewing your notes after class. Knowing the best time
to study can maximize the amount of information that can be learned.
Physical distractions have the potential to dampen efforts to build an ideal learning experience.
According to encyclopedia Britannica, there are several environmental factors affecting
psychomotor skill. It is found out that below the limiting levels of extreme stress, such conditions
affect psychomotor performance to a greater extent that they affect psychomotor learning. These
include isolation and sensory deprivation that cause dramatic reductions in vigilance and monitoring
skills within an hour, oxygen deficiency slows reaction time, especially when the atmosphere
corresponds to altitudes of 20,000 feet or higher, upset daily sleep rhythms and lead to decrements in
watch keeping, memory, and procedural skills and faulty identifications of visual displays on an eye-
hand matching task have been produced in volunteer subjects exposed to controlled infectious diseases.
Other environmental stress variables found to exert negative influences are vibration, low illumination,
high atmospheric pressure, noise, glare, toxic gases, ionization, and subgravity. Certain drugs have
positive effects on psychomotor performance
According to Dan Boudreau (2002), President and CEO of Macrolink, the enviroment also
plays a role in setting the tone for study. An ideal learning enviroment must provide adequate
ventilation and comfort. Coffee shops are nowadays famous spots for students to meet up with their
study groups thus choosing the non-smoking area would be better environment for them. Even the
seats and tables that the students use, play a factor in the aspect of comfort. Crowded tables or hard
seats may have a negative effect on learning. It can be very agitating to have to clamor over other
learners or their stuff to get into one’s chair. Group activities seem to function best when each group
has ample space in which to operate. Ensure that the room also provides effective lighting. Ideally,
natural light is preferred as well as the ability to control the amount of light for different purposes
especially if the study group uses multimedia materials such as videos. Outside distractions should also
be limited thus closing classroom doors or windows are done to minimize noises coming from outside
activities. Healthy foods that energize learners can also be taken in consideration. Be aware of the
effect of different foods on the metabolism and consider this during the group study. A heavy meal
might create a serious lull in the energy flow if participants will be involved in less vigorous activities
following the said meal. A variety of snacks and beverages give participants the ability to eat and drink
as they feel the need.
CHAPTER III
METHODOLOGY
Research Design
The investigators utilized a retrospective, descriptive design to determine the factor that most
significantly contributed to the learning outcome of the students.
Sampling and Participants of the Study
The site of study was the University of the East Ramon Magsaysay Memorial Medical Center –
College of Nursing. The location was selected for its accessibility and convenience to the investigators
as well as to the sample population concerned. It was also preferred because of the evident connection
between the chosen topic and the sample in focus.
The population involved in the study was the Level IV nursing students of University of the
East Ramon Magsaysay, batch 2007. Sample population comprises 10% of the said population.
Convenience sampling was the chosen sampling method.
Total population of Level IV is 241. Sample population is 24 students all coming from Section
4B. Sample population was chosen because they are the ones available and have already taken up the
concept of Maladaptive Patterns of Behavior. They also took the concept at the same time, with the
same lecturer and with the same evaluation criteria thus lessening the errors brought about by these
extraneous variables.
Data Procedures
By the end of this study, the investigators have utilized about four months for this study. One
week was given to Problem identification and another two weeks for the review of related literature.
Two months has been utilized for the revision and approval by the preceptor of the research proposal.
Lastly, one month and one week has been used for data collection, data analysis with presentation and
summarization of findings with formulation of conclusion.
The investigators served as the manpower of the study. The group consists of eleven nursing
students, who also provided the resources needed for the research.
The resources that were used by the investigators were as follows:
1. printing of survey questionnaire, draft of collaborated data, research draft, final research
paper
2. photocopy of survey questionnaire, related literature
3. use of internet for communication as well as to provide additional sources for research
Data Collection
1. Method and Materials
The investigators made use of survey questionnaires.
2. Procedure
a. Preparation
1. Formulation of questions for survey
i. Formulation of questions were done right after the final exam of the concept of
Maladaptive Patterns of Behavior
ii. One week was provided for the formulation of questions
2. Acquisition of consent
i. This will be created in time with formulation of questions for survey
b. Actual
a. One week was allotted for actual data collection.
c. Post-Data Collection
a. Tabulation and organization of data had a time allotment of one week
b. Difficulties Encountered
1. Current schedule of sample population are not the same with each other
2. Lack of cooperation from sample population
Data Analysis
Data was categorized as follows:
a. Sample population was classified as whether or not they participated in a group study
b. Common grades (mode) attained by each group
University of the East Ramon Magsaysay Memorial Medical CenterCollege of Nursing
Dear Respondents:
The fourth year nursing students of the University of the East Ramon Magsaysay Memorial Medical Center - College of Nursing are currently doing a research entitled “Factors Affecting the Effectiveness of a Group Study Approach to the Concept of Maladaptive Patterns of Behavior.” We are interested in exploring how employing a group study approach would help in the learning outcome of the students in the concept of Maladaptive Patterns of Behavior.
In view of this, we would like you to answer the following questionnaires that will be given based on your experience in the area. The information gathered will surely be kept confidential.
Your participation is highly appreciated. Thank you for your cooperation.
Respectfully yours,
Margaret FontanillaResearch Group LeaderUERMMMC – College of NursingBSN 4BGroup 8__________________________________________________________________________________Age:Sex:
1. Do you study before an exam?yesno
2. How long do you study before an exam? 1wk before an exam 4-6 days before an exam 2-3 days before an exam 1 day before an exam hours before an exam
3. How many hours do you allot for studying? < hour 1-2 hours 3-4 hours 5-6 hours > 6 hours
4. How do you prepare for an exam? studying alone studying with a group
(for those who answered “studying alone”, answer questions 5,6 only)(for those who answered “studying with a group”, answer the following questions)
5. Did you pass the exam on maladaptive patterns of behavior? yes no
6. What grade did you get? 1.00 – 1.75 2.00 2.25 2.50 2.75 3.00 4.00
7. Do you think that group study approach played a major role in the result of your oxygenation exam? yes no
8. If yes, how do you think did group study affect your grade? there was an exchange of information between the members of the group which facilitated easy
comprehension group members were motivated to study other (pls specify) ________________________
9. If no, why do you think that group study did not play a major role in the result of your exam? I was unable to concentrate the group discussion was too disorganized failure to catch up with the pace of the discussion other (please specify) ________________________
10. How many members were you studying with in your group study? (average number of members for all group study sessions for the concept of maladaptive patterns only)
3-4 5-6 >6
11. How many hours were spent in your group study? (average number of hours for all group study sessions for the concept of maladaptive patterns only)
< hour
1-2 hours 3-4 hours 5-6 hours > 6 hours
12. How many times were you engage in a group study? (for the concept of maladaptive patterns only) 1-2 3-4 5-6 > 6
13. What is your total concept grade for the subject of maladaptive patterns of behavior?
14. What do you think are the reasons why students fail (check more than one) peers lack of motivation insufficient resource (teachers, studying material) family problems failure to comprehend schedule of exams