Effects of a Structure-centered Cooperative Learning Safety Education Program based on Blended Learning for Elementary School Students

Jeong Hye Seong

doi:10.12799/jkachn.2019.30.1.57

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Seong: Effects of a Structure-centered Cooperative Learning Safety Education Program based on Blended Learning for Elementary School Students

Original Article

Journal of Korean Academy of Community Health Nursing 2019; 30(1): 57-68.

Published online: 28 March 2019

DOI: https://doi.org/10.12799/jkachn.2019.30.1.57

Effects of a Structure-centered Cooperative Learning Safety Education Program based on Blended Learning for Elementary School Students

Jeong Hye Seong

Assistant Professor, Department of Nursing, Suseong College, Daegu, Korea.

Corresponding author: Seong, Jeong Hye. Department of Nursing, Suseong College, 15 Dalgubeol-daero, 528-gil, Suseong-gu, Daegu 42078, Korea. Tel: +82-53-749-7366, Fax: +82-53-749-7240, hea6902@hanmail.net

Received 27 July 2018 Revised 16 January 2019 Accepted 11 February 2019

Korean Academy of Community Health Nursing

(open-access):

This is an Open Access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/3.0/) which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

Purpose

This study was performed to determine effects of a structure-centered cooperative learning safety education program based on blended learning for elementary school students.

Methods

The study is developed in non-equivalent control group non-synchronized design. The subjects included 24 sixth grade students in the experimental group and 23 sixth grade students in the control group, respectively. To prevent diffusion of the experiment, it was carried out from May 20th to June 24th in 2015 with the control group and the other from August 26th to September 30th in 2015 with the experimental group. It was performed on experimental group after the structure-centered cooperative learning safety education program based on blended learning once a week for 6weeks. Data were analyzed by using descriptive statistics, paired t-test and independent t-test.

Results

After the intervention, the experimental group showed significant increases in the self-directed learning attitudes and safety behavior compared to the control group except for the academic self-efficacy.

Conclusion

The results indicate that the structure-centered cooperative learning safety education program based on blended learning program is effective in safety education for 6th graders.

Keywords: Collaborative learning, Self-directed learning as topic, Self efficacy, Safety

Figures and Tables

Figure 1

Process of the program development.

Table 1

Structure-centered Cooperative Learning Safety Education Program based on Blended Learning

CPR=cardiopulmonary resuscitation; ^†Structure-centered cooperative learning of Kagan (2010); ^‡Structure : 1) Using of the ⌜structure-selectionchart⌟ for selection, 2) Application of various structures for each phase, 3) Using in the classroom; ^§Blended learning: off-line (classroom) + on-line (cafe site).

Table 2

Homogeneity Test of General Characteristics of Subjects (N=47)

Exp.=experimental group; Cont.=control group; ^†Fisher exact test.

Table 3

Homogeneity Test of Dependent Variables before Intervention of Subjects (N=47)

Exp.=experimental group; Cont.=control group.

Table 4

Differences of Dependent Variables of Subjects (N=47)

Exp.=experimental group; Cont.=control group; ^†Paired t-test; ^‡Independent t-test.

Notes

This article is article is based on a part of the first author's doctoral dissertation from Kyungpook National University.

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ORCID iDs: Jeong Hye Seong
https://orcid.org/0000-0003-1057-7682
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