Özet:

This research was made to differentiate the effects of programmed teaching methods which were one of the Individıtal teaching methodology and traditional teaching ınethoclology on students accomplishments and to deterınine the stability of learning. The population of thts empirical research was composed of a total 67 students in their fourth year from Tire SML and Bayındır SML in 1997-1998 educational periods. Test group and control group were deterrnined randomly. The population of test group and control group tvas 40 in total; 20 students for each group which were sampled randomly. In this study, working together with the instructors of the ırtentioned high schools, it was developed a context and prograntınecl material on itvo unii.s: Cancer C and Venereal diseases VD . The teaching of the units C-VD was provided by the researcher Ihrough of progrcunrned teaching methods which were one of the Individual teaching rnethodotogy on the test group and traditional teaching methodology on the control group. The measurement tools relating the two units were presented to both grozws as pre-test prior of teaching and post-test after teaching. Also. these measurernent tools were used once more to test the stability of learning in 20 days after post-test. The achievements between the test group and control group turned out to be significantly higlı levels supportüıg the test group t=1.21, p .05 for C: t=3.31. p .05 for VD . As a result, in nursing education it was inferred that progranuned teaching ınetlıods which were one of the Individual teaching methodology were more effective and stable compared to traditional teaching methodology. It is expected that nı ırsing educators simit take these results int consideration and tnake use of individual teaching methodology.

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