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The study intended to investigate the effect of facilitation in a problem-based environment (FPBE) on metacognition, self-directed learning and learning motivation to undergraduate nurse student in Tanzanian higher learning institutions. It was a quasi-experimental study with quantitative research approach. A purposive sampling technique was employed for achieving a sample size of 401 undergraduate nurse students (interventional = 134 and control = 267). The semi-structured questionnaire; was the main data collection methods and the Statistical Package for Service Solution (v. 20) software program was used for data entry, data analysis, and presentation.
The pre-post test results between groups indicated noticeably significant change in which metacognition in an intervention (M = 1.52, SD = 0.501) against the control (M = 1.40, SD = 0.490), t (399) = 2.398, p<0.05). SDL in an intervention (M = 1.52, SD = 0.501) against the control (M = 1.40, SD = 0.490), t (399) = 2.398, p<0.05. Motivation to learn in an intervention (M = 62.67, SD = 14.14) and the control (n = 267, M = 57.75), t (399) = 2.907, p<0.01).
A FPBE teaching pedagogy, was observed to be an effective on the metacognition (AOR = 1.603, p<0.05), SDL (OR = 1.729, p<0.05) and Intrinsic motivation in learning (AOR = 1.720, p<0.05) as compared to conventional teaching pedagogy. Needless, was less likely to enhance Extrinsic motivation (AOR = 0.676, p>0.05) and Amotivation (AOR = 0.538, p>0.05).
It is concluded that FPBE teaching pedagogy, can improve student’s metacognition, self-directed learning and intrinsic motivation to learn among nurse students hence.
Keywords: learning, intrinsic motivation, extrinsic motivation, Amotivation, Problem-based teaching, pedagogy, facilitation, metacognition, self-directed learning. |
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