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

Table 7 Binary, and multinomial logistic regression to determine the effect of an Intervention on Motivation to Learn among undergraduate nursing students, between groups (n = 401)

*Variables*	OR	*95% CI*		*P-value*	*AOR*	*95% CI*		*P-value*
*Variables*	OR	*Low*	*Upper*	*P-value*	*AOR*	*Low*	*Upper*	*P-value*
*Groups*
Intervention	1.729	1.130	2.646	0.012	1.720	1.122	2.635	0.013
Control (Ref)
*Accommodation*
In campus	0.472	0.3.4	0.732	0.001	0.591	0.349	1.002	0.051
Off-campus (Ref)
*Reasons for choosing to nurse as a career*
Own choice	1.168	0.513	2.662	0.711	1.214	0.528	2.787	0.648
Parents/peer pressure	0.562	0.234	.1.352	0.198	0.578	0.239	1.402	0.225
Easier to get a job	1.571	0.597	4.132	0.360	1.635	0.616	4.337	0.324
Entry qualification (Ref)	0^b	.	.			.	.	.

ISSN: 1472-6955