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Table 6 Factors related to and the effect of Intervention on the overall Motivation to Learn among undergraduate nursing students between groups (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

Variables Motivation to Learn χ2
P-value
Yes No
n(%) n(%)  
Groups
 Intervention 128 (95.5%) 6 (0.5%) χ2 = 7.041a
 Control 154 (57.0%) 116 (43.0%) 0.008
Gender
 Males 202 (67.6%) 62 (60.8%) χ2 = 1.552a
 Females 97 (32.4%) 40 (39.2%) 0.213
Age
  < 24 Yrs. 20 (6.7%) 11 (10.8%)  
 25–30 Yrs. 220 (73.6%) 75 (73.5%) χ2 = 2.316a
  > 30 Yrs. 59 (19.7%) 16 (15.7%) 0.314
Marital status
 Singles 278 (93.0%) 93 (91.2%) χ2 = 0.356a
 Married 21 (7.0%) 9 (8.8%) 0.551
Accommodation status
 In campus 209 (69.9%) 69 (67.6%) χ2 = 11.421a
 Off-campus 90 (30.1%) 33 (32.4%) 0.023
Interest
 Yes 223 (74.6%) 73 (71.6%) χ2 = 0.357a
 No 76 (25.4%) 29 (28.4%) 0.550
Satisfaction
 Yes 227 (75.9%) 75 (73.5%) χ2 = 0.234a
 No 72 (24.1%) 27 (26.5%) 0.629
Reasons for choosing to nurse as a career
 Own choice 162 (54.2%) 48 (47.1%)  
 Parents/peer pressure 52 (17.4%) 32 (31.4%) χ2 = 9.903a
 Easier to get a job 59 (19.7%) 13 (12.7%) 0.019
 Entry qualifications 26 (8.7%) 9 (8.8%)  
Learning difficulties
 Inadequate and difficulty in accessing updated learning materials 61 (20.4%) 19 (18.6%)  
 Complex course contents 92 (30.8%) 31 (30.4%) χ2 = 1.209a
 Inadequate support from lecturers 43 (14.4%) 12 (11.8%) 0.877
 Limited time 76 (25.4%) 28 (27.5%)  
 No conducive environment 27 (9.0%) 12 (11.8%)  
  1. Source: Field Data (2019)
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