Main Article Content
Purpose: To study the effects of using Problem-Based Learning (PBL) approach on the course achievement among nursing baccalaureate students and their opinion on the use of PBL approach.
Design: Quasi-experimental study.
Methods: Convenience sampling was used to select fourth-year nursing students participating in the study. PBL approach was used as the intervention with 70 students (the PBL group) while lecture method was employed with 76 students (the lecture group). Course content examination was used to measure the course achievement in both groups. PBL Evaluation Questionnaire and open ended questions were used to evaluate the opinion in the PBL group only. Data were analyzed
using descriptive statistics, Chi-square test and independent t-test.
Main findings: The PBL group had significantly higher score (t = 7.23, p < .001) on course achievement than the lecture group. More number of students in the PBL group passed this topic, compared to those in the lecture group. The students considered PBL as a highly effective approach; however, shy and quiet students reported that PBL approach made them felt stressful during small group discussion and information exchange.
Conclusion and recommendations: PBL was an effective approach to improve students’ course achievement. However, some quiet students might have difficulty to speak up or feel pressure during PBL process. Thus, a PBL group should make up of different personalities that complement one another by stimulating each other and mutually learning and sharing.
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