Effect of Three Educational Methods on Anxiety, Learning Satisfaction and Educational Progression in Nursing Students


Mohsen Adib-Hajbaghery 1 , *

1 Iran

How to Cite: Adib-Hajbaghery M. Effect of Three Educational Methods on Anxiety, Learning Satisfaction and Educational Progression in Nursing Students, Strides Dev Med Educ. 2009 ; 5(1):e58610.


Strides in Development of Medical Education: 5 (1); e58610
Published Online: July 25, 2008
Article Type: Research Article
Received: July 24, 2017
Accepted: March 12, 2008




Background & Objective: Studies have shown that teacher-centered teaching methods like lecture
would make the students inactive and limit their ability in critical thinking, decision making and
self assertion, and don’t have enough educational efficacy. This study was conducted to assess the
effect of three educational methods including lecture, question and answer, and student seminar, on
students’ anxiety, educational progression and learning satisfaction.
Methods: A quasi-experimental study was conducted on a group of 40 nursing students. The
course content of medical surgical nursing II was divided into three parts and each part was taught
using a different method. At the beginning of teaching with each of these three methods, students’
anxiety and at the end of each section, students’ satisfaction were assessed and a theoretical exam
about the contents was given. Then, students’ anxiety, learning satisfaction and educational
progression were compared.
Results: Among all students, 52.5% were female with mean (±SD) age of 23.57 (±2.06) years.
Mean score of students’ achievement was 12.62 using lecture, 14.80 using question and answer
while it was 15.10 having student seminars. There were significant differences between them
(p=0.0001). However, Post Hoc analysis did not show a significant difference between the mean
scores in the second and third methods. Mean score of students’ satisfaction was 3.35, 3.65, and
5.10 for the first, second and third methods accordingly. The students were more satisfied using the
second and third methods (p=0.0001). The first method induced the least amount of anxiety while
the second method induced the most. Third method induced moderate amount of anxiety. Anxiety
decreased significantly at the end of the second and third methods (p=0.02 and p=0.0001
Conclusion: Involving students in teaching-learning activities and preparing the situation can lead
to educational progression and more students’ learning satisfaction. However, increased level of
expectancy from the students in active teaching methods can increase anxiety which could be
diminished by necessary support. Therefore involving the students in teaching activities is


Teaching method Educational progression Anxiety Satisfaction Learning

© 2009, Medical Education Development Center. This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/) which permits copy and redistribute the material just in noncommercial usages, provided the original work is properly cited.


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