Comparing the effectiveness of problem-solving-based education and critical thinking training on academic procrastination and learning processes (deep and superficial) in nursing students with test anxiety

Abstract

The present study aimed to compare the effectiveness of problem-solving-based education and critical thinking training on academic procrastination and learning processes (deep and superficial) in nursing students with test anxiety. This study was a quasi-experimental study with a pre-test and post-test design with a control group and a follow-up period. The study population included nursing students with test anxiety in Birjand in the academic year 1401-1402. According to Cohen's table, 45 students were selected through purposive sampling and randomly assigned to two experimental groups and a control group. The measurement tools in this study included: Biggs et al.'s Learning Process Questionnaire (2001), and the Savari Academic Procrastination Questionnaire (2011). The experimental groups were trained using a problem-solving-based education package and critical thinking training for 8 sessions of 80 minutes, while the control group did not receive any training in this regard. After the end of the training period, both groups were given a post-test. The data were analyzed using SPSS statistical software and using repeated measures analysis of covariance and Bonferroni test. The results of the study showed that education based on the problem-solving approach and critical thinking training are effective in reducing academic procrastination and learning processes (deep and superficial) in nursing students with test anxiety, and there is no significant difference between the two treatment methods in reducing academic procrastination and learning processes (deep and superficial). Therefore, it is concluded that education based on the problem-solving approach and critical thinking training can be used in the treatment program of counseling centers to reduce academic procrastination and learning processes (deep and superficial) in nursing students with test anxiety.