Effect of cooperative learning on undergraduate nursing students' self-esteem: A quasi- experimental study
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Bibliographic record
Abstract
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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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.009 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it