| The purpose of this quasi-experimental study was to determine if there was a difference in outcomes on recall and higher-order cognition (application and analysis) level questions between two groups, an experimental group taught pharmacology using songs and a control group that did not use songs. A convenience sample consisted of 126 undergraduate nursing students in two pharmacology courses. The theoretical framework for this study was derived from information processing theory and the cognitive theory of multimedia learning. This study will contribute to nursing pedagogical knowledge related to the use of alternative teaching strategies by evaluating songs as mnemonic devices to teach pharmacology concepts. This study investigated two hypotheses: (a) Students taught pharmacology concepts using songs would score higher on multiple-choice recall level questions when compared to students taught pharmacology concepts without songs, and (b) Students taught pharmacology concepts using songs would score higher on multiple-choice application and analysis level questions when compared to students taught pharmacology concepts without songs.;Although the results were not significant, this study demonstrates the need for further research into the use of alternative teaching strategies, specifically songs, in undergraduate nursing pharmacology courses. Revision of the study with the incorporation of the principles of multimedia learning with audio songs and contiguous animation with written text may enhance the outcomes of this study. A larger sample size may strengthen the power of the study. In addition, investigation of student motivation and enthusiasm for studying when using songs should be undertaken.;Subjects in the two groups were equivalent on demographic data, but the experimental group rated the instructor higher on enthusiasm than the control group. There was little variance in test scores for each group, and there was no significant main effect for treatment on outcomes. |
