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Comparison Between Problem-Based Learning and Lecture-Based Learning: Effect on Nursing Students’ Immediate Knowledge Retention

Authors Solomon Y

Received 10 August 2020

Accepted for publication 23 November 2020

Published 7 December 2020 Volume 2020:11 Pages 947—952

DOI https://doi.org/10.2147/AMEP.S269207

Checked for plagiarism Yes

Review by Single anonymous peer review

Peer reviewer comments 4

Editor who approved publication: Dr Md Anwarul Azim Majumder


Yonatan Solomon

Department of Nursing, College of Medicine and Health Sciences, Dire Dawa University, Dire Dawa, Ethiopia

Correspondence: Yonatan Solomon Tel +251 913820259
Email [email protected]

Background: The basic role of teaching at any degree of training is to bring a rudimentary change within the student. To facilitate the method of information transmission, educators ought to apply acceptable teaching strategies that best suit specific objectives and outcomes. Identifying the best method through comparison of problem-based learning (PBL) and the lecture method; so as to improve students’ overall academic performance appear to be important.
Objective: The aim of the study was to undertake comparison between problem-based and lecture-based learning methodologies for immediate knowledge retention of nursing students at Dire Dawa University.
Methods: Quantitative research method which used a pre-experimental two group pretest and post-test research design was employed to identify effective teaching methods for immediate knowledge retention on 38 nursing students from June 1 to June 15, 2019. The students were grouped randomly into problem-based learning and lecture methods. The pretest-posttest analysis was done after an intervention made: a two-hour lecture and four-hour problem-based learning accordingly. Content validity ratio and content validity index was conducted for authentication of instruments and Cronbach alpha was computed to verify its reliability. A paired t-test was conducted to identify mean score change, and p< 0.05 was cut off value to determine if there is a significant mean change in the posttest.
Result: Both methods showed significant knowledge score improvement (t=13.6, p< 0.001) for lecture-based method and (t=11.302, p< 0.001) for problem-based learning. But as compared to the lecture method, problem-based learning has little effect on students’ immediate knowledge retention, and 63.2% of the nursing students prefer the lecture method as the best teaching method.
Conclusion: The lecture method is the best teaching method for immediate knowledge retention for nursing students; it is also the most preferred method of teaching method by the students.

Keywords: lecture, problem-based learning, nursing, teaching-learning method

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