Judit Bátor, József Szeberényi
Problem solving in the time of coronavirus pandemic
Biochemistry and molecular biology education : a bimonthly publication of the International Union of Biochemistry and Molecular Biology
determine effect jigsaw technique students psychomotor skill levels academic achievement retention knowledge local drug applications opinion jigsaw technique thought use teaching methods techniques increase students participation lesson increase satisfaction level learning process affect achievement expected outputs end lesson quasiexperimental educational intervention study study conducted 98 firstyear undergraduate nursing students turkey students intervention group n49 learned subject jigsaw technique students control group n49 learned subject traditional method data collected using questionnaire local drug applications skill assessment form jigsaw opinion scale kolb learning style inventoryiii demographic questionnaire percentage frequency independent sample ttest anova used data analysis results showed statistically significant difference local drug application knowledge mean scores groups 6472 sd 1166 b 6589 sd 1313 p05 difference skill point averages groups 6918 1599 b 5235 sd 1985 p05 found significant first second measurements determine permanence knowledge mean score intervention group 7823 sd 1326 7337 sd 1428 compared control group 6764 sd 1487 5442 sd 1282 found significantly higher p05 determined jigsaw opinion scale mean score students 5580 sd 749 results study determined jigsaw technique effective teaching method improve psychomotor skill levels nursing first year students increase retention knowledge