Literature Review
Volume 3 Issue 8 - 2021
Factors Influencing Active and Participatory Learning of Associate Degree in Nursing Students in the Classroom Setting
Chanvatanak Ly1*, Erlyn A Sana2, Sokhun Chhorn1, Sar Team1 and Chheng Chikhoeung1
1University of Health Sciences, Cambodia
2National Teachers Training Center for the Health Professions/University of the Philippines, Manila
*Corresponding Author: Chanvatanak Ly, Academic and Training Office, University of Health Sciences/Technical School for Medical Care, Cambodia.
Received: June 30, 2021; Published: July 31, 2021


Background: A perennial complaint among teachers in Cambodia’s Associate Degree in Nursing (ADN) deals with their students who do not participate actively during class discussions and activities.

Objective: This study investigated the factors influencing active and participatory learning of ADN students.

Method: This was a mixed methods cross-sectional studied. A total of 247 from a total population of 689 students taking up the Associate Degree in Nursing (ADN) from year levels 1 to 3 of University of Health Sciences, Phnom Penh, Cambodia participated. Data collection procedure was done using a survey questionnaire on effective learning developed. An agreement scale was used with 1representing strongly disagree, 2: disagree, 3: agree and 4: strongly agree was used. Classroom observations and separate focus group discussions between selected teachers and students from all year levels and different areas were also done. Scores in the scale were analyzed using means for quantitative data and qualitative data were content analyzed.

Results: Out of 247 respondents, 105 (42.5%) were males and 142 (57.5%) females. There were 99 respondents (40.1%) from the first year, 64 (25.9%) from second year, 84 (34%) from third year. The youngest was 16 years old, the oldest was 23 and the mean age was 20. Students’ mean rating on processes engaged by students before daily classroom discussion was only 3.03; those they actively engaged in during classes registered an overall mean of 3.00. Teacher strategies reported as contributory to active and participatory learning were use of small group, up-to-date ICT, awards, interactive classroom environments. The groups of students who came from the city (mean = 3.01) and from provinces (mean= 3.01) were compared. The t-test and p value obtained suggested that there was no significant difference between participatory learning of students from both origins.

Conclusion: The ADN students were passive learners and the classroom managed by teachers who supervised all activities. Interactive teaching strategies used by their teachers such as role playing, small group discussion, up-to-date technology as teaching didactic and friendly approach were encouraging them to participate and active learning. There were no significant differences between students from Phnom Penh and the Province in their daily classroom participation.

Keywords: Active learning; Participatory learning; Factors Influencing Active and Participatory Learning


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