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Table 2 Percentage distribution of personal factors for academic satisfaction of participants in selected Ethiopian Universities, Northern Ethiopia February 2021

From: Problem based learning approach increases the academic satisfaction of health science students in Ethiopian universities: a comparative cross sectional study

Variables Number
PBL (n, %)
n = 425
LBL (n, %)
n = 425
Preferred learning style
 Yes 237, (55.8)% 211, (49.6)%
 No 188, (44.2)% 214,(50.4)%
CGPA
  < 2.50 13, (3.1)% 24, (5.6)%
 2.51–2.99 50,(11.8)% 88, (20.7)%
 3.00–3.50 196,(46.1)% 189, (44.5)%
 3.51–4.00 166, (39.1)% 124, (29.2)%
 Mean + SD 3.35 + (0.4) 3.2 + (0.4)
Classroom experience of distress
 Yes 136, (32)% 177, (41.6)%
 No 289,(68)% 248, (58.4)%
Time investment for learning
 Yes 285, (67.1)% 228, (53.6)%
 No 140, (32.9)% 197, (46.4)%
Energy and effort
 Yes 159, (39.4)% 187, (44)%
 No 266, (62.6)% 238, (56)%
Approaches to learning
 Deep learner 296, (69.6)% 266, (62.6)%
 Surface learner 129, (30.4)% 159, (37.4)%
Improvement in learning
 Yes 321, (75.5)% 260, (61.2)%
 No 104, (24.5)% 165, (38.8)%