A Comparative Study of the Effects of Problem-based and Traditional Learning Methods on Self-Directed Learning Readiness among Nursing Students in a Research Methodology Course in Two Universities, Southeast Nigeria

Abstract

Problem-based learning (PBL) method has been thoroughly and scientifically explored in a variety of fields but its viability for 
fostering preparation for self-directed learning readiness (SDLR) in a research method course has not yet been investigated. This 
study was aimed at evaluating the effect of PBL on SDLR among Nigerian nursing students who registered for a research 
methodology course. In this quasi-experimental study, a total of sixty-four 400-level nursing undergraduates were recruited from 
two government-owned universities in Southeastern Nigeria and randomly grouped into two: experimental and control groups 
who were exposed to PBL and traditional teaching methods (TTM) respectively from April through July 2021. Data was collected 
using a validated self-directed learning readiness scale (SDLRS) which was administered before and after the intervention while 
demographic information was obtained using a structured questionnaire. An SDLRS mean score of ≥ 3.75 implied a high SDLR. 
In the pre-test, SDLR gave an overall score of 3.99±0.39 and 3.87±0.44 for TTM and PBL respectively while the post-test gave 
an overall score of 3.84 ± 0.77 for TTM and 3.89 ± 0.84 for PBL. There was a statistically significant difference in the mean 
scores of pre-tests and post-tests (p=0.019). The PBL had a positive effect on the SDLR of Nigerian nursing undergraduates.