LAUSR

BACKGROUND In cooperative learning approach, the active and direct involvement of the learner in the learning process leads to a comprehensive development. Self-regulated learning and academic motivation focus on the role of the individual in the teaching-learning process. OBJECTIVES The aim of this study was to investigate the comparing of lecture and Jigsaw teaching strategies on the nursing students' self-regulated learning and academic motivation. METHODS This was a quasi-experimental conducted from January to November 2018 on 94 nursing students in the fourth education semester in two classrooms. A classroom was randomly assigned to the lecture group and the other as a Jigsaw group. The data collection tools were demographic data questionnaire, self-regulated learning questionnaire, and academic motivation scale. The interventions were lecture and Jigsaw teaching strategy for seven sessions lasting for 2 h in the lecture and Jigsaw groups respectively. Data was collected before and after the interventions. Finally, data was analyzed using Kolmogorov-Smirnoff test, paired t-test, independent t-test via the PASW-22 software. RESULTS There was no statistically significant differences between the groups in terms of self-regulated learning and academic motivation before the interventions (P = 0.59, P = 0.38), but after the interventions, the mean scores of self-regulated learning and academic motivation were significantly different in Jigsaw group from that of the lecture group (P = 0.000). CONCLUSIONS The Jigsaw teaching strategy can be used for nursing student's theoretical education to improve the self-regulated learning and academic motivation.