Browsing by Author "Haramba, Setberth J"

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    Effects of pecha kucha presentation pedagogy on knowledge, presentation skills, and learning satisfaction among nursing students in Tanzania: a quasi-experimental study
    (The University of Dodoma, 2023) Haramba, Setberth J
    Introduction: With an increasing number of nursing students in higher education institutions in Tanzania, traditional student presentation pedagogies are insufficient to enhance effective learning. Pecha Kucha presentation is a new promising student presentation approach that engages students in learning. It involves the use of 20 slides, displayed within 20 seconds, for 6:40 minutes. The current study assessed the effect of Pecha Kucha presentation pedagogy on knowledge, presentation skills, and learning satisfaction among nursing students in Tanzania. Methods: The study employed a quantitative, non-controlled quasi-experimental design among 230 nursing students at The University of Dodoma selected using simple and stratified sampling techniques. The study involved pre-assessment of knowledge, presentation skills and learning satisfaction followed by training of study participants on Pecha Kucha presentation, assigning topics to participants, classroom presentations and post-assessment. Data were collected using researcheradministered questionnaire and analysed using the SPPSS version 26. The mean scores of knowledge, presentation skills and learning satisfaction at baseline and endline were reported. A paired t-test was used to compare mean score changes between assessments and linear regression analysis model was used to determine factors associated with outcome variables of interest. A value of less than 0.05 was considered as statistical significane at the 95% confidence interval, and a cohen’s d effect size was reported. Findings: Demographically, 63 (70.87%) were aged ≤23 years, 151 (65.65%) were male, and 189 (82.17%) were bachelor students. The baseline mean score of knowledge was 0.10±1.05 and the endline mean score of knowledge on the Pecha Kucha presentation was 40.48±12.37. The mean score of presentation skills using traditional PowerPoint presentations was 4.07±0.56 and the mean score of presentation skills using Pecha Kucha presentation was 4.54±0.59. The mean score of learning satisfaction using traditional PowerPoint presentation was 3.88±0.544 and the mean score of learning satisfaction using Pecha Kucha presentation was 4.51±0.62. Pecha Kucha presentation pedagogy had a significant effect on knowledge (p<.0001), presentation skills (p<.0001) and satisfaction (p<.0001) among study participants. Conclusion and recommendation: Pecha kucha presentations have more significant effects on student presentation skills and learning satisfaction than traditional vi PowerPoint presentations. There is a need to incorporate Pecha Kucha presentations into the teaching and learning processes of nursing students in training institutions.