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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)%