Effect of Self-Directed Learning on Knowledge Acquisition of Undergraduate Nursing Students in Albaha University, Saudi Arabia

Waled Amen Mohammed Ahmed; Ziad Mohammad Yousef Alostaz; Ghassan Abd AL- Lateef Sammouri; Waled Amen Mohammed Ahmed; Ziad Mohammad Yousef Alostaz; Ghassan Abd AL- Lateef Sammouri

doi:10.3934/medsci.2016.3.237

AIMS Medical Science

2016, Volume 3, Issue 3: 237-247. doi: 10.3934/medsci.2016.3.237

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Research article

Effect of Self-Directed Learning on Knowledge Acquisition of Undergraduate Nursing Students in Albaha University, Saudi Arabia

Nursing Department, Faculty of Applied Medical Sciences, Albaha University, Al-Baha, Kingdom of Saudi Arabia

Received: 23 July 2016 Accepted: 02 September 2016 Published: 06 September 2016

Objective:The study aimed to assess the effect of self-directed learning on knowledge acquisition (first and second exam) among undergraduate nursing students at Albaha University.Methods:A quasi-experimental design was used to compare two unequal groups of nursing students in Albaha University. A convenience sampling technique was used to select the undergraduate nursing students at Al-Baha, Saudi Arabia during the 2014/2015 academic year. Students (n= 65) were recruited through an on-campus advertisement campaign either to register in traditional subjects or self-directed learning subjects. The selected students were assigned to an experimental group (23 students) and a comparison group (42 students) according to their interests. Both groups received same topics by either traditional or self-directed learning. Students’ knowledge acquisition was assessed through exams. Data was analysed by Statistical Package for the Social Sciences, version 20.Results:The results of students in pediatric nursing were (60.2% and 67.3%) in the first exam in traditional learning and self-learning respectively. The students’ scores in the second exam were (57.4% and 70%) in traditional learning and self-learning respectively (p= 0.03). In the first exam of medical-surgical nursing II, the students scored 29.6% in comparison group and 40% in the experimental group (p= 0.025). In the second exam of medical-surgical nursing II, the students scored (35.2% and 51.4%) in the comparison and experimental groups respectively. In the first exam of medical-surgical nursing I, the students scored (50% and 61.6%) in comparison and experimental groups respectively (p= 0.04). In the second exam of medical-surgical nursing I, the students scored(61% and 65.6%) in the comparison and experimental groups respectively. Conclusion: Self-learning was found to be better than traditional learning for nursing students in Albaha University. Therefore, the study findings are useful to improve nursing curricula.
- self-learning,
- nursing subjects,
- traditional learning,
- performance
Citation: Waled Amen Mohammed Ahmed, Ziad Mohammad Yousef Alostaz, Ghassan Abd AL- Lateef Sammouri. Effect of Self-Directed Learning on Knowledge Acquisition of Undergraduate Nursing Students in Albaha University, Saudi Arabia[J]. AIMS Medical Science, 2016, 3(3): 237-247. doi: 10.3934/medsci.2016.3.237

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Abstract

Objective:The study aimed to assess the effect of self-directed learning on knowledge acquisition (first and second exam) among undergraduate nursing students at Albaha University.Methods:A quasi-experimental design was used to compare two unequal groups of nursing students in Albaha University. A convenience sampling technique was used to select the undergraduate nursing students at Al-Baha, Saudi Arabia during the 2014/2015 academic year. Students (n= 65) were recruited through an on-campus advertisement campaign either to register in traditional subjects or self-directed learning subjects. The selected students were assigned to an experimental group (23 students) and a comparison group (42 students) according to their interests. Both groups received same topics by either traditional or self-directed learning. Students’ knowledge acquisition was assessed through exams. Data was analysed by Statistical Package for the Social Sciences, version 20.Results:The results of students in pediatric nursing were (60.2% and 67.3%) in the first exam in traditional learning and self-learning respectively. The students’ scores in the second exam were (57.4% and 70%) in traditional learning and self-learning respectively (p= 0.03). In the first exam of medical-surgical nursing II, the students scored 29.6% in comparison group and 40% in the experimental group (p= 0.025). In the second exam of medical-surgical nursing II, the students scored (35.2% and 51.4%) in the comparison and experimental groups respectively. In the first exam of medical-surgical nursing I, the students scored (50% and 61.6%) in comparison and experimental groups respectively (p= 0.04). In the second exam of medical-surgical nursing I, the students scored(61% and 65.6%) in the comparison and experimental groups respectively. Conclusion: Self-learning was found to be better than traditional learning for nursing students in Albaha University. Therefore, the study findings are useful to improve nursing curricula.

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