Journal of Education and Practice
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.5, No.14, 2014
Impact of Problem-Based Learning on Students`Critical Thinking Dispositions, Knowledge Acquisition and Retention
Ahlam EL-Shaer* and Hala Gaber.
Lecturer of Nursing Administration, Faculty of Nursing, Mansoura University, Egypt * E-mail of the corresponding author:Ahmedshawky55@hotmail.com Abstract
Background: The recent campaign seeks to shed light on the move to a new delivery system approach in nursing schools, where student centered learning such as problem-based learning (PBL) was introduced to replace the teacher centered learning in an effort to promote nursing students critical thinking ability, enhance their knowledge acquisition and retention, autonomy, and professional identity. Aim: to examine the impact of problem based learning on students' critical thinking dispositions, knowledge acquisition and retention. Methods: The study was used quasi-experimental design and conducted at the Nursing Administration Department, Faculty of Nursing, Mansoura University. The total number of the nursing students enrolled in the 3rd year (2011-2012) (n= 385 nursing students) Only 200 students, were agreed to participate in this study, which divided randomly into two groups. 100 students were experimental group and100 students were control group. Data was collected by using three tools: The California Critical Thinking Disposition Inventory (CCTID) questionnaire. It was developed by Facione & Facione (1992), to measure the student's disposition of critical thinking. Student guide and four ill structure scenario, It was developed by the researchers about actual or potential problems related to four managerial skills namely (motivation, manage change, leadership, and communication), and Knowledge test, which developed by the researchers, used to assess students knowledge acquisition and retention. Conclusion: There were statistical significant improvements in students` critical thinking post PBL than pre intervention. Also, self-confidence item of critical thinking had high percent of change post intervention followed by inquisitiveness and maturity. Increasing of total mean score of knowledge acquisition and retention of the experimental group than total mean score of knowledge acquisition and retention of control group. No statistical significant correlation between students` total knowledge of experimental group and their critical thinking post intervention. Recommendation: The study recommended that: Problem-based learning should be incorporated into the curriculum to encourage engagement and relatedness. Teachers should continue to incorporate strategies that employ higher-order thinking skills into the curriculum (e.g. PBL, case studies, and comprehensive projects). Instruction in the facilitation of PBL should be incorporated into teacher education programs and professional develop seminars.
Keywords: PBL- Critical thinking dispositions, Knowledge acquisition, Knowledge retention 1. Introduction
Do you ever ask yourself, when you’re teaching, how much are my students taking in; is there a better way to learn the same material; are they really learning to think for themselves and developing skills that will be useful later in life; or – one of the worst questions – how much will they remember after the test or examination? These are questions often asked by academics and they point to recurrent challenges across disciplines, programs and semesters of teaching (Cotton 2011). Because all of this, in the learning event, learning approaches that show how to reach information sources, how to obtain knowledge, how to evaluate knowledge and how to acquire knowledge through life experiences, how to enhance skills of thinking and use it in problem solving can be applied. One of these learning approaches is called problem-based learning. Problem-based learning (PBL) was first implemented in a medical...
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