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The Impact of Case-Based Learning on Critical Thinking Motivation, Academic Motivation, and Knowledge Acquisition Among Undergraduate Midwifery Students: A Randomised Controlled Trial

Ebelik Lisans Öğrencilerinde Vaka Temelli Öğretimin Eleştirel Düşünme Motivasyonu, Güdülenme ve Bilgi Edinme Üzerine Etkisi: Randomize Kontrollü Çalışma

Esra Karataş Okyay(KAHRAMANMARAŞ SÜTÇÜ İMAM ÜNİVERSİTESİ)0000-0002-6443-8277
Pınar Kara(Kahramanmaraş İstiklal Üniversitesi)0000-0001-6710-6713
Pages
1–11
Publication Date
2026-03-07
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The integration of CBL into traditional midwifery education was found to enhance students’ critical thinking motivation, academic motivation, and knowledge acquisition levels.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study was conducted to determine the effects of case-based learning (CBL) on critical thinking motivation, academic motivation, and knowledge acquisition in undergraduate midwifery students.
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Key Findings & Data:The sample consisted of 72 students (36 intervention and 36 control) enrolled in the “High-Risk Pregnancy and Care” course at the Midwifery Department of the Faculty of Health Sciences at a university in southern Türkiye.
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Conclusion & Impact:The integration of CBL into traditional midwifery education was found to enhance students’ critical thinking motivation, academic motivation, and knowledge acquisition levels.
🔬Design:Araştırma Makalesi
📍Scope:Comprehensive Sample
⚙️Variables:Vaka temelli öğretim · ebelik · eleştirel düşünme

Abstract

This study was conducted to determine the effects of case-based learning (CBL) on critical thinking motivation, academic motivation, and knowledge acquisition in undergraduate midwifery students. This study was conducted as a two-group (CBL-control) a randomized controlled trial with pre-test and post-test control groups conducted using a quantitative approach. The sample consisted of 72 students (36 intervention and 36 control) enrolled in the “High-Risk Pregnancy and Care” course at the Midwifery Department of the Faculty of Health Sciences at a university in southern Türkiye. Data of the participants were collected using the Student Information Form, Critical Thinking Motivational Scale (CTMS), Academic Motivation Scale (AMS), and Knowledge Evaluation Form. The control group received traditional instruction, while the intervention group received case-based learning in addition to traditional instruction. Following the CBL intervention, students in the intervention group scored significantly higher on the CTMS, AMS, and knowledge test compared to those in the control group. Following the CBL, moderate effects were observed on critical thinking motivation and academic motivation in the intervention group. The integration of CBL into traditional midwifery education was found to enhance students’ critical thinking motivation, academic motivation, and knowledge acquisition levels.

Özet

Araştırma, ebelik lisans öğrencilerinde vaka temelli öğretimin eleştirel düşünme motivasyonu, güdülenme ve bilgi edinme üzerine etkisini belirlemek amacıyla yapılmıştır. Bu araştırma iki gruplu (vaka temelli öğretim-kontrol), nicel yaklaşımla yürütülen, ön test–son test kontrol gruplu randomize deneysel bir çalışma olarak yürütülmüştür. Araştırmanın örneklemini Türkiye’nin güneyindeki bir üniversitenin Sağlık Bilimleri Fakültesi Ebelik bölümünde “Riskli Gebelik ve Bakım” dersine kayıtlı 72 öğrenci (36 müdahale ve 36 kontrol grubu) oluşturmuştur. Veriler "Öğrenci Bilgi Formu", “Eleştirel Düşünme Motivasyonu Ölçeği (EDMÖ)”, “Akademik Güdülenme Ölçeği (AGÖ)" ve “Bilgi Değerlendirme Formu” ile toplanmıştır. Kontrol grubuna klasik eğitim verilmiş, müdahale grubuna ise klasik eğitime ek olarak vaka temelli öğretim yapılmıştır. VTÖ’den sonra müdahale grubundaki öğrencilerde EDMÖ, AGÖ ve bilgi testi toplam puanları kontrol grubuna göre anlamlı derecede yüksek bulunmuştur. VTÖ sonrasında müdahale grubunda eleştirel düşünme motivasyonu ve akademik güdülenme üzerinde orta düzeyde etkiler saptanmıştır. Ebelik öğrencilerinde klasik eğitime VTÖ yönteminin eklenmesinin, öğrencilerin eleştirel düşünme motivasyonlarını, akademik güdülenmelerini ve bilgi edinme düzeylerini artırdığı tespit edilmiştir.

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Cite This Article

Okyay, E. K., Kara, P. (2026). The Impact of Case-Based Learning on Critical Thinking Motivation, Academic Motivation, and Knowledge Acquisition Among Undergraduate Midwifery Students: A Randomised Controlled Trial. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 28 Sayı: 2026, 1–11. https://doi.org/10.17556/erziefd.1791470

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