Date of Completion

2021

Document Type

Thesis

Degree Name

Bachelor of Science in Nursing

Keywords

Teaching methods, Learning, College Students, Retention, Psychology.

Abstract

A descriptive research design was used in this study. also, a comparative component is included in the research design to provide context when comparing respondent perceptions, and when they are grouped according to specific profile characteristics such as sex and year level. A total of 168 BS Nursing students were surveyed, however, the only supposed sample size needed for the study was 151 nursing students based on the sample size computation using Cochran formula. Stratified random sampling was used to choose the respondents. A self-made questionnaire was utilized. The data gathering was conducted online via Google Form. Data was subjected to the following statistical treatments: frequency, percentage, mean, standard deviation and Mann-Whitney U test. The study concluded that, 1) Majority of the respondents among the chosen nursing students were female and third-year nursing students, 2) Nursing students perceived that the "learning by doing" approach, which is based on their understanding and personal experience, has a highly positive effect on their knowledge retention as part of their development and training for professional nursing practice, 3) There is no significant difference when grouped according to sex and year level. These findings mean that the respondents' perceived effects of "learning by doing" approach on the knowledge retention of the respondents do not significantly vary when they are grouped according to sex and year level.

First Advisor

Adrian M. Lawsin, DNM, RN

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