Clinical Trial Details
— Status: Completed
Administrative data
| NCT number |
NCT06118476 |
| Other study ID # |
SakaryaU-metinyildiz-006 |
| Secondary ID |
|
| Status |
Completed |
| Phase |
N/A
|
| First received |
|
| Last updated |
|
| Start date |
March 1, 2023 |
| Est. completion date |
October 20, 2023 |
Study information
| Verified date |
October 2023 |
| Source |
Sakarya University |
| Contact |
n/a |
| Is FDA regulated |
No |
| Health authority |
|
| Study type |
Interventional
|
Clinical Trial Summary
Along with traditional education methods, it is important to try different methods in order
to increase interest, attitude and motivation in the lesson in accordance with the
requirements of the age. Our study aimed to examine nursing students' attitudes towards the
course in line with the principle of attractiveness in education. The study was conducted
between March 2023 and June. The population of the research consists of second year students
of Sakarya University, Faculty of Health Sciences, Department of Nursing. In the study,
randomization determined which of the branches would be the experimental and control group.
The sample of the study consisted of all volunteer students. The experimental group was
completed with n:60 and the control group with n:57 students. To ensure homogeneity in the
study, care was taken to include different branches in the same class. For consistency
between observers, it was conducted in a course conducted by the same instructor. Data
collection was conducted online. Participants answered the questions of the introductory
information form, Instructional Material Motivation Scale, Course Interest Scale, and
Attitude Towards Learning Scale. The post-test was administered to the control group without
any intervention. The experimental group was trained and monitored with 3D animation videos
every week. The data were evaluated using the IBM SPSS Statistics 23 program.
Description:
Path Followed in the Study:
Week 1: Separation of Branches randomly Week 1: Experimental and Control Group Pretest Week
6: Final Test after the last training
Data collection tools used in the study:
1. Introductory information form: It consists of questions regarding the demographic
characteristics of the students.
2. Instructional Material Motivation Scale (IMMS) The Instructional Material Motivation
Scale (IMMS), developed by Keller (2010) and adapted into Turkish by Dinçer et al.
(2016), was developed to measure the effect of teaching materials on students'
motivation. The original language of the scale is English. In Keller's original IMMS
scale, some of the items were designed as positive and some as negative. Accordingly,
items 3, 7, 12, 15, 19, 22, 26, 29, 31 and 34 of the scale (10 items in total) are
negative; Other items are positive. IMMS scale is a Likert-type scale consisting of 36
items. Each item on the scale will be scored by students from 1 (Not True) to 5 (Very
True). Accordingly, the lowest score on the scale is 36 and the highest score is 180. In
the reliability analysis, the reliability coefficient (Cronbach Alpha value) was found
to be 0.92.
3. Course Interest Scale: Student interest; Course Interest Scale, which was developed to
evaluate its relationship with variables such as learning motivation, effective
learning, and class participation level, is a 5-point Likert-type measurement tool
consisting of 16 items and two sub-dimensions (affective and cognitive interest). The
study was adapted by Akın et al. (2015) ( "1" I totally disagree, "2" I disagree, "3" I
am undecided, "4" I agree, "5" I totally agree). There are no reverse coded items in the
scale. The highest and lowest scores that can be obtained from the scale are 45 and 9,
respectively, for the affective interest sub-dimension; 35 and 7 for the cognitive
interest sub-dimension. As a result of the analyses, a two-dimensional structure was
obtained with factor loadings ranging between .73 and .90. The affective interest
sub-dimension of the scale consists of 9 items and the cognitive interest sub-dimension
consists of 7 items. Cronbach's alpha internal consistency reliability coefficients of
the scale were found to be .95 for the affective interest sub-dimension and .88 for the
cognitive interest sub-dimension.
4. Attitude Scale towards Learning (ASTL): The scale developed by Çetin et al. was
developed to determine the attitudes of students. As a result of all validity and
reliability analyses, ASTL includes a total of 34 items. Of these scale items, 25 are
positive and 9 are negative. The scale, which is graded in a five-point Likert style, is
"Totally Agree", "To a Great extent", "Partly Agree", "I Disagree", "Totally Disagree".
The highest attitude score that can be obtained from the scale is 170 and the lowest
attitude score is 34. The 9 negative items in the scale are reverse scored. The Cronbach
Alpha internal consistency coefficient of the scale was found to be 0.94 for the overall
scale.
In the analysis of data; percentile distribution, chi-square, Fisher- Exact test, t-test in
independent groups, paired samples t Test were used.
