Effects of Reciprocal Peer Teaching in a Physiology Course on Metacognition, Learning Self-Efficacy, and Learning Satisfaction among Nursing Students

Key Points

• This study examines the impact of reciprocal peer teaching on metacognition, learning self-efficacy, and learning satisfaction among nursing students.
• Single-group pre-test/post-test quasi-experimental design involving 78 second-year nursing students.
• Reciprocal peer teaching applied over 8 weeks, involving interaction, explanation, questioning, and discussion among peers.
• Data collected through structured self-report questionnaires and analyzed using SPSS/WIN 28.0 with t-tests and Pearson correlation.
• Significant improvement in self-directed learning (t=-2.92, p=0.01), metacognition (t=-3.67, p<0.01), learning self-efficacy (t=-2.88, p=0.01), and learning satisfaction (t=-3.31, p=0.01) post-intervention.
• Positive correlations were observed among self-directed learning, metacognition, learning self-efficacy, and learning satisfaction after the intervention.