A Comparative Study to Assess the Effectiveness of Lecture and Flipped Classroom Teaching Methods on Learning Outcomes in Nursing Education at Selected Nursing Colleges in Wayanad

Abstract

In this study, second-semester B.Sc. Nursing students evaluated the efficacy of the lecture approach and the progressive flipped classroom strategy. The study's goals were to evaluate the learning outcomes of nursing students who were taught using both the lecture and flipped classroom approaches, compare the effects of each teaching style on nursing students' learning outcomes, and look into the relationships between learning outcomes and particular demographic factors.
A quasi-experimental study design was used to perform a comparative analysis. Two groups of 52 nursing students from particular Wayanad colleges were formed, with 26 students in each group participating in the lecture and flipped classroom methods. A semi-structured questionnaire was used for pre-test and post-test evaluations to gauge the students' learning outcomes.
Using IBM SPSS version 26, the data was examined. For continuous variables, typical descriptive statistics will be employed, such as mean and standard deviation for normally distributed data or median with interquartile range (Q1, Q3) for non-normally distributed data. Categorical data will be presented using percentages and frequencies. The learning outcome ratings from the lecture technique and the flipped classroom method will be compared before and after the intervention using JAMOVI software and a two-way repeated measures ANOVA. A statistically significant p-value is less than or equal to 0.05 (p < 0.05). The findings indicate that knowledge scores significantly improved from the pre-test to the post-test (p < 0.001). Compared to the lecture method, the flipped classroom approach produced noticeably higher scores (p < 0.001). The Flipped Classroom Method produced a greater improvement from the pre- to post-test than the Lecture Method, according to a significant interaction effect (p = 0.003). Conclusion: When it comes to raising knowledge scores, the flipped classroom approach works better than the lecture method.