Laura Jones, Emma Danks, Benjamin Costello, Kate Jolly, Fiona Cross-Sudworth, Pallavi Latthe, Meg Fassam-Wright, Joanne Clarke, Alison Byrne, Julie Taylor
Views of female genital mutilation survivors, men and health-care professionals on timing of deinfibulation surgery and NHS service provision: qualitative FGM Sister Study
Health technology assessment (Winchester, England)
study sought assess flipped classroom model instruction affected selfdirected learning readiness learning outcomes among nigerian nursing students enrolled research method class although effectiveness flipped classroom model instruction thoroughly scientifically investigated several fields potential promote selfdirected learning readiness learning outcomes research method class yet investigated quasiexperimental design employed achieve studys objectives two experiments conducted pretest posttest participants 64 400level nursing undergraduates purposively recruited two governmentowned universities southeast nigeria experimental group received flipped classroom model teaching methods control group received traditional teaching methods ttm april july 2021 validated selfdirected learning readiness scale multiplechoice questions derived research method course used gather data structured questionnaire used collect demographic data descriptive statistics frequencies percentages means standard deviations applied collected data onefactor independent measure analysis covariance ancova independent sample ttest employed compare preand posttest results fcm ttm students pretest results selfdirected learning readiness showed overall scores 399 039 395 035 traditional teaching method flipped classroom model respectively posttest results showed overall scores 384 077 traditional teaching method 401 081 flipped classroom model difference mean scores preand posttests statistically significant p0030 pre p001 post p 025 learning outcomes flipped classroom model significantly higher traditional teaching method flipped classroom model instruction positive impact nursing students readiness selfdirected learning learning outcomes research course since method demonstrated statistically significant benefits development selflearning abilities learning achievements need improve learning experiences flipped learning method promoted