Abstract
Purpose : This study aimed to evaluate the effects of jigsaw cooperative learning applied in medical terminology on academic achievement and self-directed learning in nursing students. Methods : A non-equivalent control group pretest-posttest design was employed to test the effects. Totally 46 nursing students were recruited either experimental group(n＝23) or a control group(n＝23). Instructional design for medical terminology was developed based on analysis, design, development, implement, and evaluation(ADDIE) model. During 4 weeks of 5 hours a day, the jigsaw cooperative learning was applied to the experimental group and traditional lecture was performed to the control group. Results : The experimental group had significantly highly scored in academic achievement. Self-directed learning ability between the two groups were not significantly different. According to the satisfaction survey after the jigsaw cooperative learning of the experimental group, 20 of the participants( 87%) were satisfied. Conclusion : Jigsaw cooperative learning was found to be a useful teaching and learning method for improving academic achievement in medical terminology class. In addition, it is expected to contribute to nursing education by suggesting alternative teaching methods available.
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