Factors Associated the Perceived Effectiveness of Seven-Jumps Problem with Based Learning Tutorials among Nursing Students: A Mixed-Methods Study
TL;DR
Cognitive and motivational engagement, along with experiences of demotivating conditions, were closely associated with perceived tutorial effectiveness, but these findings should not be interpreted as evidence of causal educational effectiveness.
Abstract
Background: Seven-Jumps Problem-Based Learning (PBL) tutorials are commonly implemented in nursing education to foster active learning, critical reasoning, and collaborative problem-solving. However, evidence on factors influencing students’ perceptions of tutorial effectiveness remains limited in Indonesian nursing education. Methods: An explanatory sequential mixed-methods design was employed. The quantitative phase included 70 fourth-semester undergraduate nursing students and utilized the Tutorial Group Effectiveness Instrument developed by Dolmans and colleagues. Data analysis was conducted using Partial Least Squares Structural Equation Modeling. Subsequently, eight students were purposively selected for semi-structured interviews to elaborate on the quantitative findings. Qualitative data were analyzed thematically. Result: Cognitive engagement (β = 1.098; t = 11.047; p < 0.001), academic motivation (β = 1.269; t = 9.380; p < 0.001), and demotivational experiences (β = 1.125; t = 9.262; p < 0.001) were significantly associated with perceived tutorial effectiveness. Collectively, these predictors accounted for 89.5% of the variance. Qualitative findings highlighted independent learning, increased confidence, critical analysis, and collaborative discussion, as well as challenges such as unequal participation, anxiety, prolonged discussion, difficulty accessing scientific references, and dependence on the facilitator. Conclusion: Cognitive and motivational engagement, along with experiences of demotivating conditions, were closely associated with perceived tutorial effectiveness. Given the cross-sectional and self-report design, these findings should not be interpreted as evidence of causal educational effectiveness. Enhancing tutor facilitation, promoting equitable participation, supporting information literacy, and fostering psychological safety may improve tutorial experiences.