Volume 24, Number 3 (10-2014)                   J Holist Nurs Midwifery 2014, 24(3): 72-79 | Back to browse issues page


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Mesbah M, Faghani M, Adib M, Salamat F. Effect of task based teaching on reading and comprehension skills of midwifery students . J Holist Nurs Midwifery. 2014; 24 (3) :72-79
URL: http://hnmj.gums.ac.ir/article-1-325-en.html

Department of Anatomy, Associate professor, Medical Faculty, Guilan University of Medical Sciences, Rasht, Iran , mfaghani@gums.ac.ir
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Effect of task based teaching on reading and comprehension skills of midwifery students

BY: Mesbah M1, Faghani M2*, Adib M3, Salamat F4

1(Department of Languages, Instructor, Medical Faculty, Guilan University of Medical Sciences, Rasht, Iran

2(Department of Anatomy, Associate professor, Medical Faculty, Guilan University of Medical Sciences, Rasht, Iran

3)Department of Nursing(medical-surgical), Instructor, Nursing and Midwifery Faculty, Guilan University of Medical Sciences, Rasht, Iran

4) BS in Epidemiology, Research & Technology, Guilan University of Medical Sciences, Rasht, Iran

Received: 2012/12/25

Accept: 2013/10/13

Abstract

Introduction: One of the most important problems in our educational system is the usage of traditional strategies in teaching English Language at schools and universities. The undesired educational quality and uninterested students to learn is due to teachers’ lack of knowledge regarding proper reading and comprehension teaching methods. The process-based teaching strategies such as task-based method are an acceptable approach for solving problems and inefficiency of the traditional methods of teaching English language.

Objective: The present study evaluated the effect of task-based teaching on improving English reading and comprehension skills in midwifery students.

Methods: In this single blind field trial study, 49 midwifery students (mean age 19±1) were classified into two groups: case group (24) and control group (25). Intervention group was educated through the task-based method and the controls through traditional (grammar translation) method for a semester. Both groups underwent pre and post exams. Data was statistically analyzed by SPSS software version 18. Paired t-test, t-test and chi square test were used for data analysis.

Results: There was a significant relationship between students’ score in case group before (I6.16±1.54) and after (16.38 ± 1.75) intervention (p=0.0001). Similar significant difference was shown between scores of control group before (6.02 ± 1.97) and after (12.98 ± 1.91) teaching by traditional method (p = 0.0001). However, the improvement in the scores was significantly higher in the case group. Previous participation in English language courses improved exam scores in both groups (p=0.0001).

Conclusion: In attention to positive effect of task based teaching method comparing traditional method on midwifery students’ reading and comprehension skills, it is suggested that teachers should use process based methods such as homework based method in teaching English language.

Key words: Teaching, Midwifery, Students

*Corresponding Author: Masoumeh Faghani, Rasht, Medical Faculty.

  Email: mfaghani@gums.ac.ir

Type of Study: Research | Subject: Special
Received: 2012/12/25 | Accepted: 2013/10/13 | Published: 2014/09/8

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