Abstract
Objective: The study aimed to assess the effect of self-directed learning on knowledge acquisition (first and second exam) among undergraduate nursing students at Albaha University. Methods: A quasi-experimental design was used to compare two unequal groups of nursing students in Albaha University. A convenience sampling technique was used to select the undergraduate nursing students at Al-Baha, Saudi Arabia during the 2014/2015 academic year. Students (n = 65) were recruited through an on-campus advertisement campaign either to register in traditional subjects or self-directed learning subjects. The selected students were assigned to an experimental group (23 students) and a comparison group (42 students) according to their interests. Both groups received same topics by either traditional or self-directed learning. Students' knowledge acquisition was assessed through exams. Data was analysed by Statistical Package for the Social Sciences, version 20. Results: The results of students in pediatric nursing were (60.2% and 67.3%) in the first exam in traditional learning and self-learning respectively. The students' scores in the second exam were (57.4% and 70%) in traditional learning and self-learning respectively (p = 0.03). In the first exam of medical-surgical nursing II, the students scored 29.6% in comparison group and 40% in the experimental group (p = 0.025). In the second exam of medical-surgical nursing II, the students scored (35.2% and 51.4%) in the comparison and experimental groups respectively. In the first exam of medical-surgical nursing I, the students scored (50% and 61.6%) in comparison and experimental groups respectively (p = 0.04). In the second exam of medical-surgical nursing I, the students scored (61% and 65.6%) in the comparison and experimental groups respectively. Conclusion: Self-learning was found to be better than traditional learning for nursing students in Albaha University. Therefore, the study findings are useful to improve nursing curricula.