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Table 2 Summary of the study activities between an intervention and the control group (n = 401)

From: Exploring the effect of problem based facilitatory teaching approach on motivation to learn: a quasi-experimental study of nursing students in Tanzania

Intervention group Control group
134 study participants recruited 267 study participants recruited
Administered the AMS-HS questionnaires as a pre-test to establish baseline information Administered the AMS-HS questionnaires as a pre-test to establish baseline information
Participants organized in groups of 5 to 8 members Participants were not organized into groups
Each member of the formed group was assigned a role to play by himself or herself e.g. Chairperson, secretary, timekeeper, etc. and they exchanged the roles per each session activities Participants were not assigned in groups and thus had no roles to play alternatively
Participants were exposed to two sessions lasting for 90 min each per week according to the institutional schedule. 5 min were reserved for a break and 10 min for a facilitator to summarize the learned topic and respond to students’ queries per each session Participants were exposed to two sessions lasting for 90 min each per week according to the institutional schedule. 5 min were reserved for a break per each session. No summary of the learned topic and respond to students’ queries from the facilitator per each session. “THANK YOU FOR YOUR ATTENTION” was the end sentence from the facilitator per each session
Exposed to nursing-based conflict resolution content through problem-based facilitatory pedagogy Exposed to nursing-based conflict resolution content through lecture-based learning pedagogy
Participants in their respective groups were exposed to conflict scenario to study and find appropriate strategies to resolve it Participants learned nursing-base conflicts at working place through facilitator-led PowerPoint presentations, question and answers, buzzing
A representative from each group had to share and defend their work in front of the entire class Participants had opportunities to ask and answer questions from the facilitator
Participants in their respective groups were required to present and defend a homework activity of the previous session in the entire classroom before the commencement of another day’s session Participants were required to answer questions from the facilitator about the previous session before the commencement of another day’s session
Participants were required to note-keep (establish records) of what is learned and performed per each session so that they could develop a summary of session activities by the end of all sessions Participants had no opportunity. They just write summaries of what they learned for their read.
Two to three randomly selected participants had to share their experiences of the session activities, time, content dosage, and their opportunities to learn Participants had no such opportunity. They had to disport once the session is over.
Administered the AMS-HS questionnaires as post-test to establish baseline information Administered the AMS-HS questionnaires as post-test to establish baseline information
  1. Source: Researcher’s plan (2018)
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