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Table 4 Distributions of other important participants’ characteristics which were believed to influence academic motivation between the Intervention and 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

Variable Intervention Control χ2
P-value
n(%) n(%)
Interest
 Yes 92 (68.7%) 204 (76.4%) χ2 = 2.771a
 No 42 (31.3%) 63 (23.6%) 0.096
Reasons to choose nurse
 Own choice 71 (53.0%) 139 (52.1%)  
 Parent’s/peer pressure 29 (21.6%) 55 (20.6%) χ2 = 0.430a
 Easier to get a job 24 (17.9%) 48 (18.0%) 0.934
 Entry qualifications 10 (7.5%) 25 (9.4%)  
Satisfaction
 Yes 78 (58.2%) 224 (83.9%) χ2 = 31.60a
 No 56 (41.8%) 43 (16.1%) 0.001
Learning benefits
 Agreed 104 (77.6%) 233 (87.3%) χ2 = 6.200a
 Disagreed 30 (22.4%) 34 (12.7%) 0.013
Learning difficulties
 Difficult accessing updated learning materials 24 (17.9%) 56 (21.0%)  
 Complex course contents 49 (36.6%) 74 (27.7%) χ2 = 9.665a
 Inadequate support from lecturers 18 (13.4%) 37 (13.9%) 0.046
 Limited time 25 (18.7%) 79 (29.6%)  
No conducive environment 18 (13.4%) 21 (7.9%)  
  1. Source: Field Data (2019)
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