J Korean Acad Soc Nurs Educ.  2015 May;21(2):266-275. 10.5977/jkasne.2015.21.2.266.

Lesson with Students Generated Questions: Based on a Department of Health Science

• Ahn Y
• Hwang S

• KMID: 2327596
• DOI: http://doi.org/10.5977/jkasne.2015.21.2.266

Abstract

PURPOSE
The aim of this study was to evaluate the effect of student question-centered lessons for bi-directional faculty-student communication.
METHODS
This study performed one-group pretest-posttest design; participants were university students majoring in health science (nursing 58, physical therapy 45) in city C. Data was collected and the program was conducted from March 3 to June 14, 2014. Measurements employed were the ARCS model of motivational design, self-assertiveness, learning satisfaction, and interpersonal relationship. Data was analyzed through frequency statistics, descriptive statistics, and repeated measurement of one-way analysis of variance with the SPSS 19.0 program.
RESULTS
In this student question-centered lesson participants exhibited significant enhanced satisfaction in terms of learning motivation, learning satisfaction, self-assertiveness, behavioral assertiveness, general assertiveness, and sensibility regarding interpersonal relationships.
CONCLUSION
The results suggest that student question-centered lessons are applicable to a variety of subjects. Also, for comparative purposes, a faculty-centered lesson will be undertaken.

Keyword

Learning; Motivation; Satisfaction; Assertiveness; Interpersonal relations

MeSH Terms

Assertiveness
Humans
Interpersonal Relations
Learning
Motivation