JOURNAL OF LIAONING TECHNICAL UNIVERSITY

Effects of Problem Based Learning Technique on Preliminary Training School Nursing Students Performance in Introductory Examination in Plateau State, Nigeria

TONGDIMA Jaakuk Luka, LISHIKAH Adams, Dr. MURTADHO, Alao, ADENIYI, Sarafadeen Diran (Ph.D)

Abstract

The Plateau State College of Nursing Sciences has observed a persistent decline in the academic performance of students enrolled in the Preliminary Training School (PTS) nursing program, raising concerns among educators and administrators. From 2017 to 2023, the percentage of students completing their introductory examinations fluctuated between 19.5% and 40%, reflecting a significant trend of academic underachievement and subsequent program dismissals. This study investigates the impact of the Problem-Based Learning (PBL) technique on the academic performance of PTS nursing students at Plateau State College of Nursing Sciences, Vom, Nigeria. Utilizing a quasi-experimental design, the study compares an experimental group exposed to PBL with a control group taught through traditional methods. Data analysis employed Analysis of Covariance (ANCOVA) to control for baseline performance differences. The results indicate a statistically significant improvement in academic performance among students in the PBL group, as evidenced by higher post-test scores compared to the control group. PBL was found to enhance critical thinking and problem-solving skills, contributing to academic success. Gender disparities were noted, with female students outperforming their male counterparts and displaying greater enthusiasm for the nursing profession. These findings underscore the need for inclusive, gender-sensitive, and culturally responsive teaching strategies to promote equitable learning environments. The study concluded that, while PBL is effective in enhancing academic achievement, a holistic approach is essential to foster genuine interest and passion for the nursing profession. These findings have important implications for curriculum design and policy development in nursing education.

Keywords: Effects, Problem based learning technique, Nursing students, Performance, Introductory Examination