Effect of cooperative learning on undergraduate nursing students' self-esteem: A quasi- experimental study

Mona M. Megahed, Fathia A. Mohammad


Background: Cooperative learning means method which learners work in a small group member and take advantages of each other’s expertise to achieve a common goal, and promote higher self-esteem which is an important quality and an attribute considered as specific requirement for better performance and interpersonal success.

Objective: Evaluate effect of cooperative learning on undergraduate nursing students’ self-esteem, as well as assessing their attitude regarding cooperative learning.

Methods: Quasi-experimental study was conducted along the second semester, academic year 2012/2013, at college of applied medical sciences, king Khalid University, Saudi Arabia. Total number of 61 female nursing students enrolled in growth& development course divided into two groups experimental group (32 students) and control group (29 students) was the study sample. Three tools of data collections were used: Preliminary sheet, Rosenberg’s self-esteem scale  with high reliability (Cronbach’s alpha coefficient r = 0.844) and Likert rating attitude scale, its reliability (Cronbach’s alpha coefficient r = 0.771).

Results: Students’ mean age was 20.8±.983. Total students’ self-esteem pretest was low. The results indicated improvement of the experimental group self-esteem and presence of highly statistical significant differences between experimental and control group posttest p < .001. 62.5% and 68.8% of the experimental group strongly agree that cooperative learning enhanced students’ social skills and responsibility.

Conclusion: The study findings reflected low self-esteem between nursing students. Cooperative learning method is an effective teaching approach improved their self-esteem and it is highly recommended instructional pedagogy prepared students for lifelong learning.


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DOI: https://doi.org/10.5430/jnep.v4n11p1

Journal of Nursing Education and Practice

ISSN 1925-4040 (Print)   ISSN 1925-4059 (Online)

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