Teacher’s Knowledge On And Use Of Teaching Strategies In The Training Of Nursing Students In Fako Division, South West Region, Cameroon

Abstract

Background: Recently teachers are challenged with the need to use a variety of teaching strategies and methods correctly during the teaching-learning process in order to ensure learners with different learning styles learn effectively.

Objectives: This study aimed at investigating teachers’ knowledge and use of teaching strategies in the training of nursing students and identify the barriers encountered.

Methods: The study adopted a cross-sectional descriptive study design. Purposive, consecutive convenient and probability proportionate to size samplings were used to select the study sites and enroll participants respectively. The study was conducted in five institutions which train nursing students. The participants were teachers of nursing with at least one year teaching experience, who gave their consent to participate in the study. Data was collected using a pre-tested observation checklist and semi-structured self-administered questionnaire made up of both open and closed-ended questions. Data was coded, entered into an Excel 2010 spreadsheet and analysed using SPSS Version 20. Chi squared test was used to test for association between variables at 5% confident interval.

Results: A total of 104 respondents participated in the study; females were the most represented (65.4). Most (65.4%) of the participants knew more about the direct teaching strategy. There was a significant association between qualification and years of experience of teachers and the knowledge of teaching strategy (p-values of 0.001 and 0.022 respectively). Teachers’ main teaching method was lecture 96(92.3%). The results from observations showed that most of the teachers (66.7%) did not use varieties of teaching strategies. There was a significant association between age group, qualification and years of experience of teachers and the use of teaching strategy (p-values of 0.000, 0.028 and 0.000 respectively). Also, there was a significant association between teachers’ knowledge of teaching strategies and teachers’ use of teaching strategies (X² = 75.902, p=0.000). Class size 72(69.2%) and lack of equipment (64.4%) were the major challenges faced in selecting teaching strategies to use in teaching.

Conclusion: Most participants knew more of the direct teaching strategy with lecture being their main teaching method. They had adequate knowledge of teaching strategies, but majority of them did not use a variety of the teaching strategies. The class size was a barrier in using particular teaching strategies.