Nursing StudentjigsawNCT05459480
The Jigsaw Technique in Nursing Education
A study testing the jigsaw technique in web-based distance education in people with Nursing Student and Education, run by Suleyman Demirel University at 1 site in Turkey (Türkiye).
Trial summary
Aim: This study aimed to determine the effect of the jigsaw technique on students' self-confidence, learning motivation, and academic success in physical examination e-teaching according to systems as a randomized controlled trial. Read more about this study
- Who is it for?
- Ages 18 years and olderHealthy volunteers can take part
- Conditions the study is for
- Nursing Student, Education
- What is being tested?
- the jigsaw technique in web-based distance education
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 72 participants
- Where
- 1 siteTurkey (Türkiye)
- Study dates
- 24 Nov 2020to 5 Jul 2022
- Phase
- Interventional
- Are there results?
- None posted in the registry
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 18 years and older
- All sexes
- Healthy volunteers accepted
- Adult, Older adult
Who may be able to join
- Having volunteered to participate in the study
- Being a first-year nursing student
- Taking the course diagnostics of health
Who cannot join
- Not having volunteered to participate in the study
Trial locations and contacts
1 site in 1 country.
About this study
Official title: The Effects of the Jigsaw Technique in Web-based Distance Education of Nursing Students: a Randomized Controlled Trial
Aim: This study aimed to determine the effect of the jigsaw technique on students' self-confidence, learning motivation, and academic success in physical examination e-teaching according to systems as a randomized controlled trial. The volunteering students were divided into two groups, intervention and control groups, according to a randomization made with a computer program. The Jigsaw Technique was applied to the intervention group, while the control group received the traditional learning method. To avoid interaction between the groups, the lessons in the intervention and control groups were conducted by different instructors. Prior to the application, data collection tools were applied to the intervention and control groups as a pre-test.
Read the detailed description
Aim: This study aimed to determine the effect of the jigsaw technique on students' self-confidence, learning motivation, and academic success in physical examination e-teaching according to systems as a randomized controlled trial. The volunteering students were divided into two groups, intervention and control groups, according to a randomization made with a computer program. The Jigsaw Technique was applied to the intervention group, while the control group received the traditional learning method. To avoid interaction between the groups, the lessons in the intervention and control groups were conducted by different instructors.
Intervention Group; Starting from the week following the pre-test application, online training was continued according to the jigsaw technique for a total of 6 weeks, two hours a week, for the intervention group. In the first week, 6 subgroups of 6 people were created. Sub-topics of the physical examination course were shared according to the systems to these groups, called the main group, and the course documents were shared with the students.
In the first week, it was aimed for the groups to get to know each other and the first lesson was used for that. A responsible student was determined for each main group, names were given to the groups. In the second week, the students in the main group researched the sub-topics of the unit given to them and formed a new group by coming together with students who were researching the same subject. This group was called the expert group. In these groups, the students shared their course information and studied the subject by exchanging ideas to explain the subject they were working on to their friends. In the third and fourth weeks, expert groups continued their studies to reinforce the subject.
In the fifth and sixth groups, the students returned to their main groups and explained the subjects they had learned in the expert groups to their main group. Students were expected to teach each other all parts of the unit in their main groups. In the intervention group, the instructor only fulfilled the role of a guide and explained subjects that the students had difficulties understanding. At the end of the six weeks, the learning motivation and self-confidence scales were re-administered as a post-test. In addition, an academic achievement test was applied.
Control Group; The subjects were explained by the instructor with the traditional e-teaching method and as in the intervention group, the lectures were conducted online for two hours a week for 6 weeks. At the end of each week, the relevant course documents were shared with the students. At the end of the sixth week, the post-tests of the learning motivation and self-confidence scales were applied in the control group simultaneously with the intervention group.
- Conditions
- Nursing Student, Education
- Being tested
- the jigsaw technique in web-based distance education
- Keywords
- Nursing student, Motivation, Jigsaw method, Self-Confidence, distance education, Academic Achievement
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
the jigsaw technique in web-based distance educationOther
The online training for the intervention group continued for a total of 6 weeks according to the jigsaw technique.
| Study group | Role | What they receive |
|---|---|---|
| Intervention Group | Experimental | Online training was continued according to the jigsaw technique for a total of 6 weeks, two hours a week. In the first week, 6 subgroups of 6 people were created.
Sub-topics of the physical examination course were shared according to the systems to these groups, called the main group.
In the first week, it was aimed for the groups to get to know each other and the first lesson was used for that. In the second week, the students in the main group researched the sub-topics of the unit given to them and formed a new group by coming together with students who were researching the same subject. This group was called the expert group. In the third and fourth weeks, expert groups continued their studies to reinforce the subject.
In the fifth and sixth group the students returned to their main groups and explained the subjects they had learned in the expert groups to their main group. Students were expected to teach each other all parts of the unit in their main groups. Receives: Other: the jigsaw technique in web-based distance education |
| Control Group | No intervention | The subjects were explained by the instructor with the traditional e-teaching method and as in the intervention group, the lectures were conducted online for two hours a week for 6 weeks. At the end of each week, the relevant course documents were shared with the students. At the end of the sixth week, the post-tests of the learning motivation and self-confidence scales were applied in the control group simultaneously with the intervention group. In addition, an academic achievement test was applied. |
What is being measured
The primary outcome is the main question the study is designed to answer.
Learning Motivation Scale
The scale was developed by Noe and Wilk in 1993. It is a 5-point Likert scale (1: I totally disagree, 2: I disagree, 3: I neither agree nor disagree, 4: I agree, and 5: I totally agree) and consists of 17 items. The total scale score ranges from 17 to 85. It is expected that as the mean score increases the motivation to learn takes a positive direction. The Cronbach Alpha reliability coefficient of the scale was determined as 0.90.
Measured: 6 weeks
Self-Confidence Scale
It was developed by Akın (2007) to determine the existing self-confidence levels of individuals and consists of 33 items. It is a 5-point Likert scale and is scores as 1: Never, 2: Sometimes, 3: Often, 4: Generally, and 5: Always. The scale consists of two subdimensions; internal self-confidence and external self-confidence. The Cronbach Alpha reliability coefficient of the scale was determined as 0.83.
Measured: 6 weeks
Academic Achievement Test;
The academic achievement test used in the study was prepared by an expert lecturer. The tests consists of 25 multiple-choice questions. The test duration is determined as 30 minutes. With this test, it is aimed to determine the knowledge level of the students for the Diagnostics of Health course.
Measured: 6 weeks
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted15 Jul 2022
- Study start24 Nov 2020
- Primary completion21 Jan 2021
- Study completion5 Jul 2022
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Publications (4)Papers the sponsor has linked to this study.
- Other trials for Nursing StudentStudies of the same condition, open and under way.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Basic science
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Model description
- Randomized controlled trial
- Masking
- Single blind
- Who is masked
- Participant
- Enrolment
- 72 participants (actual)
Sponsor and investigators
- Lead sponsor
- Suleyman Demirel University
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, Ayşe Aydınlı, Suleyman Demirel University
- Investigators
- Esin Çetinkaya Uslusoy, Study chair, Suleyman Demirel University
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT05459480
- Sponsor's protocol ID
- SuleymanDUn
- Acronym
- jigsaw
- Status last verified
- Jul 2022
- First submitted
- 5 Jul 2022
- Last updated
- 11 Apr 2023
- Results posted
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No: It is planned to publish the research data in the form of an article.
Publications
Sanaie N, Vasli P, Sedighi L, Sadeghi B. Comparing the effect of lecture and Jigsaw teaching strategies on the nursing students' self-regulated learning and academic motivation: A quasi-experimental study. Nurse Educ Today. 2019 Aug;79:35-40. doi: 10.1016/j.nedt.2019.05.022. Epub 2019 May 11.
PubMed 31102795Leyva-Moral JM, Riu Camps M. Teaching research methods in nursing using Aronson's Jigsaw Technique. A cross-sectional survey of student satisfaction. Nurse Educ Today. 2016 May;40:78-83. doi: 10.1016/j.nedt.2016.02.017. Epub 2016 Feb 24.
PubMed 27125153Eycan O, Ulupinar S. Nurse instructors' perception towards distance education during the pandemic. Nurse Educ Today. 2021 Dec;107:105102. doi: 10.1016/j.nedt.2021.105102. Epub 2021 Aug 18.
PubMed 34482209Singh HK, Joshi A, Malepati RN, Najeeb S, Balakrishna P, Pannerselvam NK, Singh YK, Ganne P. A survey of E-learning methods in nursing and medical education during COVID-19 pandemic in India. Nurse Educ Today. 2021 Apr;99:104796. doi: 10.1016/j.nedt.2021.104796. Epub 2021 Feb 6.
PubMed 33607513
Study at a glance
From the registry record, last updated by the sponsor on 11 Apr 2023. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- The Effects of the Jigsaw Technique in Web-based Distance Education of Nursing Students: a Randomized Controlled Trial
- ClinicalTrials.gov ID
- NCT05459480
- Acronym / sponsor ID
- jigsaw / SuleymanDUn
- Conditions
- Nursing Student, Education
- Keywords
- Nursing student, Motivation, Jigsaw method, Self-Confidence, distance education, Academic Achievement
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 72 participants (actual)
- Lead sponsor
- Suleyman Demirel UniversityUniversity, hospital or other
- Study start
- 24 Nov 2020 (actual)
- Primary completion
- 21 Jan 2021 (actual)
- Study completion
- 5 Jul 2022 (actual)
- First posted
- 15 Jul 2022 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
Aim: This study aimed to determine the effect of the jigsaw technique on students' self-confidence, learning motivation, and academic success in physical examination e-teaching according to systems as a randomized controlled trial. The volunteering students were divided into two groups, intervention and control groups, according to a randomization made with a computer program. The Jigsaw Technique was applied to the intervention group, while the control group received the traditional learning method. To avoid interaction between the groups, the lessons in the intervention and control groups were conducted by different instructors. Prior to the application, data collection tools were applied to the intervention and control groups as a pre-test.
Detailed description
Aim: This study aimed to determine the effect of the jigsaw technique on students' self-confidence, learning motivation, and academic success in physical examination e-teaching according to systems as a randomized controlled trial. The volunteering students were divided into two groups, intervention and control groups, according to a randomization made with a computer program. The Jigsaw Technique was applied to the intervention group, while the control group received the traditional learning method. To avoid interaction between the groups, the lessons in the intervention and control groups were conducted by different instructors.
Intervention Group; Starting from the week following the pre-test application, online training was continued according to the jigsaw technique for a total of 6 weeks, two hours a week, for the intervention group. In the first week, 6 subgroups of 6 people were created. Sub-topics of the physical examination course were shared according to the systems to these groups, called the main group, and the course documents were shared with the students.
In the first week, it was aimed for the groups to get to know each other and the first lesson was used for that. A responsible student was determined for each main group, names were given to the groups. In the second week, the students in the main group researched the sub-topics of the unit given to them and formed a new group by coming together with students who were researching the same subject. This group was called the expert group. In these groups, the students shared their course information and studied the subject by exchanging ideas to explain the subject they were working on to their friends. In the third and fourth weeks, expert groups continued their studies to reinforce the subject.
In the fifth and sixth groups, the students returned to their main groups and explained the subjects they had learned in the expert groups to their main group. Students were expected to teach each other all parts of the unit in their main groups. In the intervention group, the instructor only fulfilled the role of a guide and explained subjects that the students had difficulties understanding. At the end of the six weeks, the learning motivation and self-confidence scales were re-administered as a post-test. In addition, an academic achievement test was applied.
Control Group; The subjects were explained by the instructor with the traditional e-teaching method and as in the intervention group, the lectures were conducted online for two hours a week for 6 weeks. At the end of each week, the relevant course documents were shared with the students. At the end of the sixth week, the post-tests of the learning motivation and self-confidence scales were applied in the control group simultaneously with the intervention group.
Study design
- Primary purpose
- Basic science
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Single blind (participant)
- Number of arms
- 2
- Model description
- Randomized controlled trial
| Arm | Type | Receives |
|---|---|---|
| Intervention Group | Experimental | Other: the jigsaw technique in web-based distance educationOnline training was continued according to the jigsaw technique for a total of 6 weeks, two hours a week. In the first week, 6 subgroups of 6 people were created. Sub-topics of the physical examination course were shared according to the systems to these groups, called the main group. In the first week, it was aimed for the groups to get to know each other and the first lesson was used for that. In the second week, the students in the main group researched the sub-topics of the unit given to them and formed a new group by coming together with students who were researching the same subject. This group was called the expert group. In the third and fourth weeks, expert groups continued their studies to reinforce the subject. In the fifth and sixth group the students returned to their main groups and explained the subjects they had learned in the expert groups to their main group. Students were expected to teach each other all parts of the unit in their main groups. |
| Control Group | No intervention | –The subjects were explained by the instructor with the traditional e-teaching method and as in the intervention group, the lectures were conducted online for two hours a week for 6 weeks. At the end of each week, the relevant course documents were shared with the students. At the end of the sixth week, the post-tests of the learning motivation and self-confidence scales were applied in the control group simultaneously with the intervention group. In addition, an academic achievement test was applied. |
Who may qualify
- Ages
- 18 years and older
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Adult, Older adult
Key inclusion criteria (3 listed)
- Having volunteered to participate in the study
- Being a first-year nursing student
- Taking the course diagnostics of health
Key exclusion criteria (1 listed)
- Not having volunteered to participate in the study
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| the jigsaw technique in web-based distance educationThe online training for the intervention group continued for a total of 6 weeks according to the jigsaw technique. | Other | Intervention Group |
Primary outcome
Learning Motivation Scale
Time frame: 6 weeks
The scale was developed by Noe and Wilk in 1993. It is a 5-point Likert scale (1: I totally disagree, 2: I disagree, 3: I neither agree nor disagree, 4: I agree, and 5: I totally agree) and consists of 17 items. The total scale score ranges from 17 to 85. It is expected that as the mean score increases the motivation to learn takes a positive direction. The Cronbach Alpha reliability coefficient of the scale was determined as 0.90.
Self-Confidence Scale
Time frame: 6 weeks
It was developed by Akın (2007) to determine the existing self-confidence levels of individuals and consists of 33 items. It is a 5-point Likert scale and is scores as 1: Never, 2: Sometimes, 3: Often, 4: Generally, and 5: Always. The scale consists of two subdimensions; internal self-confidence and external self-confidence. The Cronbach Alpha reliability coefficient of the scale was determined as 0.83.
Academic Achievement Test;
Time frame: 6 weeks
The academic achievement test used in the study was prepared by an expert lecturer. The tests consists of 25 multiple-choice questions. The test duration is determined as 30 minutes. With this test, it is aimed to determine the knowledge level of the students for the Diagnostics of Health course.
Results and safety
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 11 Apr 2023.
- Background: PubMed 31102795Sanaie N, Vasli P, Sedighi L, Sadeghi B. Comparing the effect of lecture and Jigsaw teaching strategies on the nursing students' self-regulated learning and academic motivation: A quasi-experimental study. Nurse Educ Today. 2019 Aug;79:35-40. doi: 10.1016/j.nedt.2019.05.022. Epub 2019 May 11.
- Background: PubMed 27125153Leyva-Moral JM, Riu Camps M. Teaching research methods in nursing using Aronson's Jigsaw Technique. A cross-sectional survey of student satisfaction. Nurse Educ Today. 2016 May;40:78-83. doi: 10.1016/j.nedt.2016.02.017. Epub 2016 Feb 24.
- Background: PubMed 34482209Eycan O, Ulupinar S. Nurse instructors' perception towards distance education during the pandemic. Nurse Educ Today. 2021 Dec;107:105102. doi: 10.1016/j.nedt.2021.105102. Epub 2021 Aug 18.
- Background: PubMed 33607513Singh HK, Joshi A, Malepati RN, Najeeb S, Balakrishna P, Pannerselvam NK, Singh YK, Ganne P. A survey of E-learning methods in nursing and medical education during COVID-19 pandemic in India. Nurse Educ Today. 2021 Apr;99:104796. doi: 10.1016/j.nedt.2021.104796. Epub 2021 Feb 6.
- Individual participant dataSharing planned: No. It is planned to publish the research data in the form of an article.
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
Esin Çetinkaya Uslusoy study chair
Suleyman Demirel University
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing the jigsaw technique in web-based distance education in people with Nursing Student and Education, run by Suleyman Demirel University at 1 site in Turkey (Türkiye).
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 3 inclusion and 1 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: finished, as of the sponsor's last update on 11 Apr 2023. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in Turkey (Türkiye). Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Learning Motivation Scale (time frame: 6 weeks). The study lists 3 primary outcomes in all. It is what the study was designed to measure, not a finding.
Where can I read the original study information?
On the ClinicalTrials.gov record for NCT05459480, which also lists 4 linked publications.
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 11 Apr 2023.