The Effect of Guided Reciprocal Peer Questioning (GRPQ) on Nursing Students\' Critical Thinking and Metacognition Skills
Introduction: Fostering critical thinking and Metacognition is one of the most important objectives in nursing education. This study was designed to investigate the effect of guided reciprocal peer questioning on nursing students' critical thinking and Metacognition skills. Methods: In this qua...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | fas |
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Isfahan University of Medical Sciences, Medical Education Development Center
2009-03-01
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| Series: | مجله ایرانی آموزش در علوم پزشکی |
| Subjects: | |
| Online Access: | http://ijme.mui.ac.ir/article-1-864-en.pdf |
| _version_ | 1797638351130460160 |
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| author | Abolfazl Vaghar Seyyedin Zohreh Vanaki Shahin Taghi Zahra Molazem |
| author_facet | Abolfazl Vaghar Seyyedin Zohreh Vanaki Shahin Taghi Zahra Molazem |
| author_sort | Abolfazl Vaghar Seyyedin |
| collection | DOAJ |
| description | Introduction: Fostering critical thinking and Metacognition is one of the most important objectives in nursing education. This study was designed to investigate the effect of guided reciprocal peer questioning on nursing students' critical thinking and Metacognition skills.
Methods: In this quasi experimental study, the experiment group included 30 nursing students in their 6th semester in Birjand Islamic Azad University. Two credit courses were presented in this group using guided reciprocal peer questioning. In the control group which included 28 nursing students, those two credit courses were presented using the routine lecture method. California Critical Thinking Skills Test (CCTST) (form B) was used for evaluating critical thinking skills, and metacognition was evaluated before and after interven-tion by metacognitive awareness questionnaire. The statistical analysis was done by SPSS software. Descrip-tive statistics, t-independent test, paired t-test Chi-square, Mann Whitney, and Kappa were used in this study.
Results: Performing guided reciprocal peer questioning led to a significant increase in critical thinking skills scores in the experiment group compared to the control group. In spite of the increase in the mean score of metacognitive awareness of the experiment group, comparing the mean difference of pre and post tests in the two groups showed no significant difference.
Conclusion: Using guided reciprocal peer questioning in the education of nursing students may lead to developing critical thinking skills as one of the important missions of higher education. |
| first_indexed | 2024-03-11T13:02:18Z |
| format | Article |
| id | doaj.art-2be131d69a2b48e7a56be66456001a56 |
| institution | Directory Open Access Journal |
| issn | 1608-9359 1735-8892 |
| language | fas |
| last_indexed | 2024-03-11T13:02:18Z |
| publishDate | 2009-03-01 |
| publisher | Isfahan University of Medical Sciences, Medical Education Development Center |
| record_format | Article |
| series | مجله ایرانی آموزش در علوم پزشکی |
| spelling | doaj.art-2be131d69a2b48e7a56be66456001a562023-11-03T16:31:10ZfasIsfahan University of Medical Sciences, Medical Education Development Centerمجله ایرانی آموزش در علوم پزشکی1608-93591735-88922009-03-0182333340The Effect of Guided Reciprocal Peer Questioning (GRPQ) on Nursing Students\' Critical Thinking and Metacognition SkillsAbolfazl Vaghar Seyyedin0Zohreh Vanaki1Shahin Taghi2Zahra Molazem3 Introduction: Fostering critical thinking and Metacognition is one of the most important objectives in nursing education. This study was designed to investigate the effect of guided reciprocal peer questioning on nursing students' critical thinking and Metacognition skills. Methods: In this quasi experimental study, the experiment group included 30 nursing students in their 6th semester in Birjand Islamic Azad University. Two credit courses were presented in this group using guided reciprocal peer questioning. In the control group which included 28 nursing students, those two credit courses were presented using the routine lecture method. California Critical Thinking Skills Test (CCTST) (form B) was used for evaluating critical thinking skills, and metacognition was evaluated before and after interven-tion by metacognitive awareness questionnaire. The statistical analysis was done by SPSS software. Descrip-tive statistics, t-independent test, paired t-test Chi-square, Mann Whitney, and Kappa were used in this study. Results: Performing guided reciprocal peer questioning led to a significant increase in critical thinking skills scores in the experiment group compared to the control group. In spite of the increase in the mean score of metacognitive awareness of the experiment group, comparing the mean difference of pre and post tests in the two groups showed no significant difference. Conclusion: Using guided reciprocal peer questioning in the education of nursing students may lead to developing critical thinking skills as one of the important missions of higher education.http://ijme.mui.ac.ir/article-1-864-en.pdfcritical thinkingmeta-cognitive awarenessguided reciprocal peer questioningnursing students. |
| spellingShingle | Abolfazl Vaghar Seyyedin Zohreh Vanaki Shahin Taghi Zahra Molazem The Effect of Guided Reciprocal Peer Questioning (GRPQ) on Nursing Students\' Critical Thinking and Metacognition Skills مجله ایرانی آموزش در علوم پزشکی critical thinking meta-cognitive awareness guided reciprocal peer questioning nursing students. |
| title | The Effect of Guided Reciprocal Peer Questioning (GRPQ) on Nursing Students\' Critical Thinking and Metacognition Skills |
| title_full | The Effect of Guided Reciprocal Peer Questioning (GRPQ) on Nursing Students\' Critical Thinking and Metacognition Skills |
| title_fullStr | The Effect of Guided Reciprocal Peer Questioning (GRPQ) on Nursing Students\' Critical Thinking and Metacognition Skills |
| title_full_unstemmed | The Effect of Guided Reciprocal Peer Questioning (GRPQ) on Nursing Students\' Critical Thinking and Metacognition Skills |
| title_short | The Effect of Guided Reciprocal Peer Questioning (GRPQ) on Nursing Students\' Critical Thinking and Metacognition Skills |
| title_sort | effect of guided reciprocal peer questioning grpq on nursing students critical thinking and metacognition skills |
| topic | critical thinking meta-cognitive awareness guided reciprocal peer questioning nursing students. |
| url | http://ijme.mui.ac.ir/article-1-864-en.pdf |
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