British Journal of Medicine & Medical Research

6(4): 397-403, 2015, Article no.BJMMR.2015.214

ISSN: 2231-0614

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Criticisms of the ‘Lecture’ Method in the Teaching of

Nursing Students: The Case of Nurse Tutors in
Bamenda, Cameroon
M. B. S. Atanga1*, N. M. Abgor2 and J. O. Ayangwo3
1
Department of Nursing and Midwifery, FHS, University of Bamenda, Cameroon.
2
Department of Educational Psychology, Faculty of Education, University of Buea, Cameroon.
3
Institute of Health and Biomedical Sciences, St. Louis University, Bamenda, Cameroon.

Authors’ contributions

This work was carried out in collaboration between all authors. Author MBSA designed the study,
wrote the protocol, and wrote the first draft of the manuscript. Author JOA managed the literature
searches, analyses of the study, while author NMA read and made additions to all parts of the
manuscript. All authors read and approved the final manuscript.

Article Information

DOI: 10.9734/BJMMR/2015/13223
Editor(s):
(1) Chan Shen, Department of Biostatistics, MD Anderson Cancer Center, University of Texas, USA.
Reviewers:
(1) Muhammad Zia-ur-Rehman, Leadership and Management Department, National University of Modern Languages,
Pakistan.
(2) Anonymous, Sweden.
(3) Anonymous, South Africa.
(4) Ndie Elkenah Chubike, Department of Nursing Science, Ebonyi State University, Abakaliki, Nigeria.
Complete Peer review History: http://www.sciencedomain.org/review-history.php?iid=723&id=12&aid=7485

Received 8th August 2014

th
Original Research Article Accepted 24 September 2014
Published 26th December 2014

ABSTRACT

Introduction: The lecture method is used by most teachers in educational institutions such as the
Nurse Training Schools in Bamenda. The lecture method of teaching remains the most common or
dominating teaching method in adult education all over the world. There is heavy reliance on lecture
where other methods could be used to achieve lower order and even higher order objectives during
teaching/learning.
Problem: This method of teaching predominates in Bamenda and in other parts of the country
despite the fact that it has been criticized as being too teacher-centered and its effectiveness
questioned. Its relative ineffectiveness as compared to other (active) teaching methods include
inadequacies in instilling affective and psychomotor skills in nursing students and renders learners
passive during the teaching-learning process, among others.
_____________________________________________________________________________________________________

*Corresponding author: Email: mbisuh@yahoo.com;

 Atanga et al.; BJMMR, 6(4): 397-403, 2015; Article no.BJMMR.2015.214

Objectives: To assess nurse tutors’ knowledge on the criticisms of the lecture method and identify
ways they use to overcome the criticism during teaching. In assessing the knowledge, attendance
at seminars on teaching methods was also assessed.
Research Methods and Materials: The explorative descriptive method was used whereby, nurse
tutors were served with questionnaires reflecting the study objective. These were further used to
elicit information on a cross sectional basis on the knowledge of criticisms of the lecture method,
ways of overcoming the criticisms and possible sources of knowledge like attendance at seminars
on teaching methods
Results: Show that, majority of the nurse tutors both old and young were aware of the fact that the
lecture method has been criticized a lot yet it is still being used.
Conclusion: The conclusion is therefore that Nurse Educators plan their work and use a mixed
method approach in teaching as much as possible so as to get student nurses actively involved in
the teaching/learning process. Hence, the lecture method should be reduced.

Keywords: Teaching methods; lecture; criticisms; solutions.

1. INTRODUCTION the teaching/learning of affective and

Though lecture is known to be effective in the
transmission of information, it is thought that it
fails in other aspects of teaching and learning. By
the very nature of conventional lecturing (that
renders students passive) acquisition of skills
does not occur. In this case, the material does
not “sink in” well because it is merely transmitted
to the students without them doing critical
examination and understanding [1]. In other
words, as some scholars have stated, it is as if
information delivered by this method from the
lecturer’s notes goes to the student’s own notes
without having been digested in the brain of
either of them [2]. This means that in this
situation the student may just do rote learning i.e.
without active reflection or reasoning to have a
good insight of the information. The
shortcomings of the didactic nature of the
traditional lecture, in which the lecturer has
complete control of the learning situation, are:
short attention span of learners, possible
inaudibility of the lecturer, absence of social
interaction or effective feedback, and almost
limitless scope for boredom [3]. Furthermore, the
lecture is apparently a one-way process that the
learning society today seems to be rejecting in
favor of active, learner-centered, self-directed
and experiential learning. The view about teacher
dominance during lecture is supported as a
situation in which the teacher monopolizes
control and gives little opportunity to the student
[4].
It is worthwhile noting too that, scientific studies
have shown little retention of material from
lessons taught using lecture as the students
assume a passive role [5,6,7]. More importantly,
lecture would not suffice or would fail totally in
psychomotor skills in nursing students.
Generally, information from literature seems to
indicate an unforeseeable end to the battle over
lecture and its effectiveness or ineffectiveness.
Lecture is said to have originated from the
medieval period about 1000AD and 1500AD. The
term “lecture” stands for “lectus” or “legere”
which means “to read” in Latin. According to a
consortium of Professors, in the times of the
medieval university (1350s) the instructor was
seen to read from an original source, sitting on
the “lectus” (reading desk) to a class of students
who took notes on the lecture. Its subsequent
meaning as “a discourse on a given subject
before an audience for purposes of instruction” is
seen from the 16th century and emerged in the
middle ages and involved reading textbooks
followed by a summarization of author’s and
lecturer’s commentaries [4].
This method is therefore a very old one that has
been used in teaching and it seems to have
gained firm ground in educational systems. It
continues to be used in schools and universities
as it is the most common or dominating teaching
method in adult education all over the world [8].
He adds that the method is not confined to
educational institutions but is used in commerce
and industry, trade conferences and professional
associations, political meetings (where they are
called speeches), and in churches (sermons) [9].
1.1 Statement of Problem
Teachers often use lecture as the main
teaching/learning method in most Nurse Training
institutions around the country since 1969 when

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 Atanga et al.; BJMMR, 6(4): 397-403, 2015; Article no.BJMMR.2015.214
the first of the schools in Bamenda was opened.
Because of its prevalence and long duration of
use over the years, there is a tendency for Nurse
Educators to regard it as a good teaching
method and thus continue to use it without
questioning. Unfortunately, this method has been
severely criticized as being ineffective. The
method is described as a negation of teaching
because of its autocratic nature which ipso facto
minimizes the interaction expected in the
learning process; and more, because the
“intellectual passivity and weariness” of listeners
and lack of discussion contradict the free flow
and exchange of ideas demanded of the learning
process.
Moreover, research evidence points to its
comparative ineffectiveness in relation to other
methods that may be active [10]. Evidence has
shown uncertainty in opinion concerning the
magnitude of criticism against lecture so; it
continues to be a predominant teaching method.
1.2 Research Questions
1. Are nurse tutors in Bamenda aware of the
criticisms of the lecture method of
teaching?
2. What methods are used by Nurse
Educators to overcome the criticisms of
lecture as being an ineffective method?
1.3 Specific Objectives
To assess nurse tutors’ knowledge of the
criticisms of lecture as a teaching method in
Bamenda. To find out methods used by the
Nurse Educators to overcome criticisms of
lecture as a teaching method in Bamenda.
1.4 Assumption
The lecture method has a lot of criticisms, yet it is
used by Nurse Educators in training institutions
in Bamenda.
1.4 Significance
This investigation creates or raises awareness of
Nurse Educators about the polemics involving
lecture which is apparently used as the main
teaching method. As a consequence it motivates
them to look for ways to apply it more
399
appropriately and improve its effectiveness for
the benefit of student nurses, or use other
teaching / learning methods and strategies as the
case may be.
2. Research Methods and Materials
A descriptive survey design was used for the
investigation. By that approach the research was
able to gain information that gives a picture of the
real situation which is whether nurse tutors are
aware of the criticisms of the lecture method and
can work out ways of overcoming the criticism.
Authorization to conduct the survey was obtained
from the Regional delegation of public health,
permission to use the said institutions were
obtained from the head of the institutions and
informed consent forms were given to the
specific nurse tutors to obtain their consent.
There no direct issues of harm to be caused.
The research was carried out in Bamenda, the
Administrative capital of the North West Region
of Cameroon. It is divided into three council
areas (Bamenda I, II and Bamenda III).
There are ten authorized Nurse Educational
Institutions in the city (2 Government, 2
denominational and 6 private) that were involved
in the study namely; Training school for Nursing
Assistants, Bamenda University of Science and
Technology (BUST), Cameroon Christian
University (CCU), St. Louis University Institute of
Health and Biomedical Sciences, Florence
Nightingale Higher Institute of Health and
Biomedical Sciences, Full Gospel Training
School for Health Personnel, Capitol Higher
Institute of Health Science and Beauty, St.
Jude’s Higher Institute of Health and Biomedical
Sciences and The National Polytechnic.
The population under study was made up of all
Nurse Educators in the Nurse Training
Institutions or Faculties in Bamenda as listed
above.
2 2
The statistical formula N=4(Zcrit) P(1-P)/ D for
calculating sample size in descriptive studies
was used [11].
The instrument used to collect data from
respondents concerning the use of lecture
method was a questionnaire. It had 24 items
developed following the objectives and research
questions, and vetted, checked and cross
checked by other superior /senior colleagues.
Some questions were structured while others
 Atanga et al.; BJMMR, 6(4): 397-403, 2015; Article no.BJMMR.2015.214
were open-ended to enable the respondents
express their views. The first section of the
instrument was designed to collect data on
identification and qualifications in which age,
woman, or man were not considered necessary.
The sections that follow served to collect
information on criticisms of the lecture method,
whether or not they had attended any seminars
on teaching methods and methods to overcome
criticisms.
A pre-test was carried out in the schools for State
Registered Nurses and Nursing Assistants in
Limbe in the south west region of Cameroon,
where few copies were printed and administered
to nurse tutors. This was to test the answerability
of the questions or any forms of ambiguity
considered to be a check of validity and reliability
of the questionnaire.
Each randomly selected Nurse Educator was
given a copy of the questionnaire to answer and
return, and in order to facilitate progress of the
study a maximum period of three days was given
to return the questionnaire or call investigator to
collect.
Twenty four-item filled in questionnaires was
collected from 69 respondents out of 75
representing a response rate of 92%. The
statistical package for social sciences (SPSS,
version 16) was used for analysis. Descriptive
statistics was used to summarize the data.
Proportions and percentages were compared
using x2-test and mean number of seminars
attended by Nurse Educators were compared
using student’s T-test. Differences between
proportions and means were declared at 1 and
5% probabilities. The data is presented on tables
and diagrams. The technique of thematic
analysis was used for qualitative data collected
using open-ended questions. By this approach
responses were examined to identify inbuilt
themes in them. Essential features in the themes
were then identified and any interrelationships
among them determined so as to make meaning
in relation to the objectives and research
questions.
3. FINDINGS
This was a quantitative study with question
directed at criticisms and whether the nurse
tutors had had the opportunity to attend seminars
on teaching methods in order to be aware that
the lecture method of teaching was being
criticized. It was also aimed at finding out how
400
the criticisms are being overcome as the method
is continuous used by the nurse educators.
3.1 Awareness of Criticisms of the
Method
There is significant awareness of Nurse
Educators about existing criticisms of the lecture
method at 5% probability (Table 1).
3.2 Ways of Overcoming Criticisms of the
Lecture Method
Respondents were asked on what could be done
to overcome for example the teacher-
centeredness in the lecture method of teaching
and other areas of the lecture method being
criticized and findings were as on Table 2 below.
Teaching/learning aids, demonstrations,
assignments (classroom and take-home) among
others were used during lecture to overcome the
criticism of inactivity of students in class when
the lecture method of teaching was used.
Out of the 69 respondents, 9(13.04%) said they
use teaching-learning aids to overcome criticisms
of the lecture method; 8(11.59%) mentioned
demonstrations; 7(10.14%) mentioned
assignments; 5(07.25%) mentioned combination
of methods; 4(05.78%) said they use student
presentations; 3(04.35%) mentioned group work;
and 2(02.90%) said they use group discussions.
3.3 Attendance at Training Seminars to
Combat Some Criticisms
This was found to be relevant to the study
because nursing education seminars in
Cameroon have also addressed the issue of
good teaching method particularly student-
centered teaching and learning.
Among the 69 respondents, 65(94%) had
attended a maximum of 10 seminars with a mean
of 1.52 seminars and an SD of 2.186 from the
mean. Within the group of young Nurse
Educators, 42(98%) had attended a maximum of
5 seminars with a mean of 0.74 seminars and an
SD of 1.211. Among the experienced Nurse
Educators, 23(88%) had attended a maximum of
10 seminars with a mean of 3 seminars and an
SD of 2.796 (Table 3). The difference between
the mean number of workshops attended by
young and experienced Nurse Educators was
significant at 1% probability (P<0.01).
 Atanga et al.; BJMMR, 6(4): 397-403, 2015; Article no.BJMMR.2015.214

Table 1. Classification of nurse educators according to category and awareness about

criticisms of the lecture method

Aware Not aware X2 Significance

All nurse educators combined 64.2 35.8 5.388 0.02*
Young nurse educators 61.9 38.1 2.381 0.123 ns
Experience nurse educator 66.7 33.3 2.667 0.012 ns
*Significance, ns: Not significant

Table 2. Methods or techniques used by nurse educators to overcome criticisms of the lecture
method

Techniques Frequency Percentage

Use of teaching/learning aids 9 13.04
Demonstrations 8 11.59
Assignments 7 10.14
Association of lecture with other methods 5 07.25
Student presentations 4 05.78
Group work 3 04.35
Group discussions 2 02.90

Table 3. Classification of Nurse Educators by category, seminars or Workshops attended and

the significance

Number of seminars attended

Category of nurse educator N Minimum Maximum Mean Standard
deviation
All nurse educators combined 65 0 10 1.52 2.186
Young nurse educators 42 0 5 0.74 1.211
Experienced nurse educators 23 0 10 3.00 2.796

4. DISCUSSION make it participative, more learner-friendly and

4.1 Awareness/ Non-awareness of
Criticisms and Methods to Overcome
Them
A larger proportion of Nurse Educators agreed
that they were aware of criticisms of the lecture
method (64.2%) and the level of awareness
tested significant at 5% probability. One intention
of this study was to check the awareness in the
Nurse Educators, some of who were still
unaware, and/or raise the level of awareness in
those already aware but doing nothing to
improve on the use of lecture. The main issue
then does not end at being aware, but extends to
using strategies and techniques that circumvent
the object of criticisms particularly passivity of
student nurses. Here is where suggestions of
ways by which teachers can make lecture more
effective [8] was considered as ways of
overcoming criticisms of the lecture method. The
author [He] emphasizes the multi-method or
mixed method approach where teachers should
use lecture together with other methods so as to
more beneficial to the students.
The methods or techniques that should be used
to overcome criticisms of lecture [have been] are
clear and found to exist in literature. These were
options given on the questionnaires for nurse
educators to select those methods, ways and
techniques that are used to overcome the
criticisms of the lecture method of teaching. From
the responses, it was clear that very few Nurse
Educators gave some methods used to improve
on the use of lecture as a way of overcoming the
criticisms. These were: demonstrations
(11.59%), assignments (05.78%), and group
discussions (02.90%). This low percentage of
response of ways of overcoming criticisms of the
lecture as a teaching method relative to other
techniques and methods means that the Nurse
Educators do not know other methods of
overcoming the criticisms.
The investigation has revealed the urgent need
for training of Nurse Educators in other teaching
methods as the method used in overcoming
criticisms of the lecture method were limited. By

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 Atanga et al.; BJMMR, 6(4): 397-403, 2015; Article no.BJMMR.2015.214
so doing, the heavy reliance on the lecture
amidst criticisms of the method will be reduced.
4.2 Attendance at Seminars to Improve
on Ways of Overcoming Criticisms
Results of this research show that more than
50% of Nurse Educators in the training
institutions in Bamenda have not attended any
further training activity in teaching methods as
this is main way of educating nurse tutors on
better ways of teaching and amelioration of
teaching. This only reinforces the need for
training and refreshment already suggested
above. This training becomes more important
and necessary considering the following:
- A higher number of Nurse Educators (43)
are young in the teaching career and
therefore need to gain skills and
experience.
- Other items indicate the inability of many
Nurse Educators to use other methods so
as to overcome criticisms of the lecture
method.
These results should therefore cause the
authorities and policy makers to think about
making provision for refresher courses after
training to keep abreast with current issues in
teaching and learning.
5. CONCLUSION
The use of lecture as a teaching method is not
without difficulties. In a previous research,
respondents expressed the fact that it is tiring to
lecture to large number of students, and that
much time is spent to search for material and
prepare lessons, yet the lecture method of
teaching still dominates teaching and learning in
nursing. Results of the study [also] point to the
fact that more than half of the Nurse Educators
have never attended any training concerning
teaching methods where they could have been
informed on the difficulties and shortcomings of
the lecture method of teaching and ways of
overcoming them when teaching. The few ways
or techniques indicated: use of teaching/learning
aids (13.04%); demonstrations (11.59%),
assignments (10.14%) among others are not
very specific as being able to combat criticisms
of the lecture method. However, it is visible that
the lecture method of teaching is used and that
the passive nature of learner during the lecture
402
can be handled by the use of teaching /learning
aids, demonstrations, assignments and others.
6. RECOMMENDATION
1. In order to reduce criticisms of the lecture
method , Nurse Educators should plan
their work, prepare lessons and use a
mixed method approach in teaching as
much as possible in a way that makes
students actively involved in the teaching –
learning process.
2. Nurse educators should also endeavour to
undergo continuing education as a matter
of personal development to be updated on
current issues and better ways of teaching
nursing students.
ETHICAL APPROVAL
An authorization was obtained from the Faculty
of Health Sciences, University of Buea. The
Institutional Review Board (IRB) of the Faculty
also reviewed, approved and gave letter of
ethical clearance before the research was
undertaken. Permission was also obtained from
the various Nursing Institutions before the
commencement. Informed consent process was
fulfilled and the consent forms signed by all the
various nurse educators.
COMPETING INTERESTS
Authors have declared that no competing
interests exist.
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