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INTRODUCTIONINTRODUCTION

Teaching methods are applied to provideTeaching methods are applied to provideeducational knowledge to the studentseducational knowledge to the studentsregarding their need of educationalregarding their need of educational

knowledge. I observe the problem atknowledge. I observe the problem atJamshoro college of nursing and desiredJamshoro college of nursing and desiredthat to determine the effectiveness ofthat to determine the effectiveness of

teaching methods in Jamshoro college ofteaching methods in Jamshoro college ofnursing. Because, our education system isnursing. Because, our education system isweek to the need of present modernweek to the need of present modernperiod.period.

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Teaching methods are the instruments toTeaching methods are the instruments tolearn effectively to the learners. It is anlearn effectively to the learners. It is an

action oriented and theoretically basedaction oriented and theoretically basedprocess. The purpose of teaching is toprocess. The purpose of teaching is toenhance the learning. There are twoenhance the learning. There are two

opinions that teaching is the science andopinions that teaching is the science andart, some insists that teaching is theart, some insists that teaching is theprocess of learning scientifically applied inprocess of learning scientifically applied intested theory and some argue that it istested theory and some argue that it is

essentially a performance that can beessentially a performance that can becategorized as aesthetic.categorized as aesthetic.

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which makes capable to the learners towhich makes capable to the learners toproduce desirable level of knowledge andproduce desirable level of knowledge and

behavior in individual. In our educationalbehavior in individual. In our educationalinstitutes the teaching methods areinstitutes the teaching methods areimplemented in the educational institutesimplemented in the educational institutes

are lecture, Demonstration, Roleare lecture, Demonstration, Role--play,play,Seminars and Case studies.Seminars and Case studies.

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1.21.2 ObjectiveObjective ( Research study):( Research study):

Examine the effective method of teaching inExamine the effective method of teaching inJamshoro College of nursing.Jamshoro College of nursing.

1.3 Hypothesis:1.3 Hypothesis:

H1: Teaching methods enhance the learnersH1: Teaching methods enhance the learners

knowledge during their academicknowledge during their academicPeriod.Period.

H0: Teaching methods does not enhance theH0: Teaching methods does not enhance thelearners knowledge during theirlearners knowledge during theiracademic period.academic period.

HA:Teaching methods increase the learnerHA:Teaching methods increase the learnerperception regarding educational requirement.perception regarding educational requirement.

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1.4 Justification1.4 Justification

My problem selection, I saw there were soMy problem selection, I saw there were somany research problem but I selectedmany research problem but I selectedeffectiveness of teaching method ineffectiveness of teaching method inJamshoro College of Nursing , because itJamshoro College of Nursing , because it

was selected to our nursing researchwas selected to our nursing researcheducation. This problem in the all collegeeducation. This problem in the all collegeof nursing. So this is first nursing researchof nursing. So this is first nursing researchstudy in the Jamshoro College of Nursingstudy in the Jamshoro College of NursingJamshoro.Jamshoro.

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Research Methology.Research Methology.

3.1 Study Setting:3.1 Study Setting:

This study was conducted at Jamshoro CollegeThis study was conducted at Jamshoro Collegeof nursing on student of Diploma communityof nursing on student of Diploma communityhealth nursing, Diploma nursing management,health nursing, Diploma nursing management,Bachelor of science in nursing to determine theBachelor of science in nursing to determine theeffectiveness of teaching method.effectiveness of teaching method.

3.2 Study Design:3.2 Study Design:

This was qualitative research to determine theThis was qualitative research to determine the

current phenomena of the situation. It answercurrent phenomena of the situation. It answerwhat, who, which of topic. It was conductedwhat, who, which of topic. It was conductedfrom 20th April to 4th July.from 20th April to 4th July.

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3.3 Sample Size:3.3 Sample Size:

Sample size of this study was 30 collected fromSample size of this study was 30 collected from

each discipline of Jamshoro College of Nursingeach discipline of Jamshoro College of Nursingstudent. Researcher selected sample throughstudent. Researcher selected sample throughsample random sample, Probability samplesample random sample, Probability sampleconsisting of single drawn from uncertifiedconsisting of single drawn from uncertified

population with an equal probability of eachpopulation with an equal probability of eachdiscipline selected by dispirited procedure.discipline selected by dispirited procedure.

3.4 Data Collection:3.4 Data Collection:

The data for this study was collected throughThe data for this study was collected throughclose ended question. The main tool forclose ended question. The main tool forcollecting data was questionnaire prepared usingcollecting data was questionnaire prepared usingliker scale.liker scale.

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3.5 Data Analysis:3.5 Data Analysis:First data collected through likert scale andFirst data collected through likert scale and

converted in numerical form by assigningconverted in numerical form by assigningdifferent values to different labels. Variable aredifferent values to different labels. Variable aredivided into independent and dependentdivided into independent and dependentvariables.variables.The independent variable are student of DCHN,The independent variable are student of DCHN,

DNM, BSc N. Dependent variable are teachingDNM, BSc N. Dependent variable are teachingmethods lecture, discussion etc.methods lecture, discussion etc.Frequency are used to obtained the descriptiveFrequency are used to obtained the descriptivestatistics for variables each variable isstatistics for variables each variable iscategorized in table numbering 20. Aftercategorized in table numbering 20. Aftercollecting data code book was prepared to entercollecting data code book was prepared to enterthe data in SPSS. Total samples were collectedthe data in SPSS. Total samples were collected30 out of 90 students.30 out of 90 students.

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INCLUSION CRITERIA:INCLUSION CRITERIA:In this research study of effectiveness of teachingIn this research study of effectiveness of teachingmethods in Jamshoro College of Nursing student weremethods in Jamshoro College of Nursing student were

included because they were included , they coincluded because they were included , they co--operatedoperatedand they give response easily so I proffered in includedand they give response easily so I proffered in includedin this researched study.in this researched study.

EXCLUSION CRITERIAEXCLUSION CRITERIA ::

In this researched study the researchers of JamshoroIn this researched study the researchers of JamshoroCollege of Nursing excluded, because they were busy inCollege of Nursing excluded, because they were busy inteaching therefore I excluded from this research study,teaching therefore I excluded from this research study,

ETHINIC CONSIDERATION :ETHINIC CONSIDERATION :

In this research study the researcher took consent fromIn this research study the researcher took consent fromthe participant and certained them that therethe participant and certained them that thereinformation will kept secure and will not be provided toinformation will kept secure and will not be provided toany other.any other.

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Total 30 sample collected from theTotal 30 sample collected from thestudents of Jamshoro College of Nursing,students of Jamshoro College of Nursing,

10 samples from each discipline . After10 samples from each discipline . Aftercollecting data the code book wascollecting data the code book wasprepared.prepared.

To entree data in SPSS. Variable areTo entree data in SPSS. Variable are

divided into independent and dependentdivided into independent and dependentvariable, Independent variable are thevariable, Independent variable are thedemographic variable are age and gender.demographic variable are age and gender.Dependent variable are effectiveness ofDependent variable are effectiveness ofteaching methods and which teachingteaching methods and which teachingmethod is more effective.method is more effective.

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audio visual aids

demonstration

role play

discussion

lecture

7 frequency out of 30 students (23.3%) are interested ineffective of lecture method. 12 out of 30 students (40.0%)are interested in discussion method, 3 out of 30

students(10.0%) are interested in role play, 4 out of 30students(13.3%) are interested in demonstration and 4 outof 30 students (13.3%) are interested in the audio visualaids. (Table # 06).

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audio vi

ualaid

de on

a

ion

oleplay

di

u

ion

le

u e

5 frequency out of 30 students (16.7%) areinterested lecture method effective incommunication, 14 out 30 students (46.7%)are discussion, 5 out of 30 students (16.7%)are role-play, 2 out of 30 students (6.7%) aredemonstration, 4 out of 30 students (13.3) areaudio visual aids. (Table # 08)

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7 frequency out of 30 students (23.3%) are interested7 frequency out of 30 students (23.3%) are interested

lecture method promote learning, 13 out of 30 studentslecture method promote learning, 13 out of 30 students

(43.3%) are discussion, 3 out of 30 students (10.0%)(43.3%) are discussion, 3 out of 30 students (10.0%)are role play, 3 out 30 students (10.0%) areare role play, 3 out 30 students (10.0%) aredemonstration, 4 out of 30 students (13.3%) are audiodemonstration, 4 out of 30 students (13.3%) are audio

visual aids. ( Table # 09).visual aids. ( Table # 09).

audi

isual aids

demonstration

role

lay

discussion

lecture

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6 frequency out of 30 students (20.0%) are interested6 frequency out of 30 students (20.0%) are interestedlecture method improve learning, 10 out of 30 studentslecture method improve learning, 10 out of 30 students(33.3%) are discussion, 3 out of 30 students (10.0%)(33.3%) are discussion, 3 out of 30 students (10.0%)are role play, 6 out 30 students (20.0%) areare role play, 6 out 30 students (20.0%) aredemonstration and 5 out of 30 students (16.7%) aredemonstration and 5 out of 30 students (16.7%) are

interested audio visual aids. (Table # 10).interested audio visual aids. (Table # 10).

audio visual aids

demonstration

role play

discussion

lecture

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9 frequency out of 30 students (30.0%) are interested in9 frequency out of 30 students (30.0%) are interested in

lecture method, 12 out of 30 students (40.0%) arelecture method, 12 out of 30 students (40.0%) are

interested in discussion method, 1 out of 30

studentsinterested in discussion method, 1 out of 30

students(3.3%) are interested in role play method, 5 out of 30(3.3%) are interested in role play method, 5 out of 30students (16.7%) are interested in demonstrationstudents (16.7%) are interested in demonstrationmethod and 3 out of 30 students (10.0%) are interestedmethod and 3 out of 30 students (10.0%) are interestedin audio visual aids method. (Table # 4).in audio visual aids method. (Table # 4).

audio

isual aids

demonstration

role

lay

discussion

lecture

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Out of 30 students the frequency16(53.3%) studentsOut of 30 students the frequency16(53.3%) students

are interested in lecture method, frequency 7(23.3%)are interested in lecture method, frequency 7(23.3%)

students are interested in discussion, frequency 5students are interested in discussion, frequency 5(16.7%) students are interested in demonstration and(16.7%) students are interested in demonstration andfrequency 2 (6.7%) students are interested in audiofrequency 2 (6.7%) students are interested in audiovisual aids. (Table # 2).visual aids. (Table # 2).

audio visual aids

demonstration

discussion

Lecture

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Limitation.Limitation.

The major limitation of this study is smallThe major limitation of this study is smallsize ( n= 30)as well as usefull informationsize ( n= 30)as well as usefull informationhas achieved by the sample. Threehas achieved by the sample. Threedimension of the students in Jamshorodimension of the students in Jamshoro

College of Nursing. Area of research studyCollege of Nursing. Area of research studywas limited in Jamshoro College ofwas limited in Jamshoro College ofNursing and found the effectiveness ofNursing and found the effectiveness ofteaching methods.teaching methods.

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RecommdatationRecommdatation

There should be active learning inThere should be active learning instudents.students.

The use of teaching aids must beThe use of teaching aids must beprovided through knowledge and practice.provided through knowledge and practice.

Implementation teaching methods duringImplementation teaching methods duringacademic period is necessary.academic period is necessary.

Facilitate regarding the various methods ofFacilitate regarding the various methods ofteaching to the learners.teaching to the learners.

Administration should provide completeAdministration should provide completefacility to the students.facility to the students.

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Teaching Tips, Strategies, Reasearch, and Theory for college andTeaching Tips, Strategies, Reasearch, and Theory for college anduniversity Teachersuniversity Teachers Lecturing, ch. 5 Pg. 53Lecturing, ch. 5 Pg. 53--70. 9th Edition, D.C70. 9th Edition, D.C

Health andCompany Lexington, Massachusetts & Toronto.Health andCompany Lexington, Massachusetts & Toronto. Curzon L.B (1985).Curzon L.B (1985). Teaching in Further Education, an Outline ofTeaching in FurtherEducation, an Outline of

Principles andPracticePrinciples andPractice-- Mode ofInstruction (3) the lectyre, Ch. 17,Mode ofInstruction (3) the lectyre, Ch. 17,Pg. 191Pg. 191--205. Thirdedition HOLT Education London.205. Thirdedition HOLT Education London.

Gustafson M.B andCorcoran S.A.Gustafson M.B andCorcoran S.A. Teachers, Desk ReferenceTeachers, Desk Reference-- Lecture,Lecture,Pg. 87Pg. 87--89. Medical Economics Company BookDivisionOradell, New89. Medical Economics Company BookDivisionOradell, NewJersey 07649.Jersey 07649.

KigerA. M(2004)KigerA. M(2004) Teaching forHealthTeaching forHealth-- Teaching Techniques andaids,Teaching Techniques andaids,Ch. 5, Pg. 109Ch. 5, Pg. 109--130. Thirdedition, Churchill livingstone Edingburgh130. Thirdedition, Churchill livingstone EdingburghLondon.London.

Abbat F. R (1992).Abbat F. R (1992). Teaching forBetterLearning, a guide forTeacherTeaching forBetterLearning, a guide forTeacherofPrimaryHealth Care StaffofPrimaryHealth Care Staff--How toTeach Knowledge, CH.9, Pg. 88How toTeach Knowledge, CH.9, Pg. 88--96. Secondedition, WHO, Geneva.96. Secondedition, WHO, Geneva.

Van HoozerH. L, Bratton B.D, Ostmoe P. M, Weinholtz D, CraftM.J,Van HoozerH. L, Bratton B.D, Ostmoe P. M, Weinholtz D, CraftM.J,

Gjerde C.L, andAlbanese M.A(1987).Gjerde C.L, andAlbanese M.A(1987). The Teaching Process, TheoryThe Teaching Process, TheoryandPractice in NursingandPractice in Nursing-- Determining Srategies forTeaching, CH. 3Determining Srategies forTeaching, CH. 3PG. 109PG. 109--171.171.

Teaching in FutherEducation:Teaching in FutherEducation: byL.B.Curzon (4th edition. CasselbyL.B.Curzon (4th edition. Cassel1994)1994)

http:// commhum.mecneb.edu/ Philos/ learntheo.htn.http:// commhum.mecneb.edu/ Philos/ learntheo.htn.

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