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In other words, it is a method by which students make the most of their education through active participation. In the process, the learner took ownership of own learning. Whereas, the teachers' role is to guide the students to facilitate by providing them with multiple activities and teaching materials. The present study involved 52 students who registered for the research methodology course between June-September, 2018, at Edna Adan University, one of the privately owned teaching hospital. Among whom, 54% were male and the rest 46% female. The mean age of the study subjects was 21.5 ± 2.6 SD. Participants were selected conveniently. Hence, those that happened to be available on the day of the collection were included in the self-administered interview. Then, the finding showed that over half of the participants agreed about the usefulness of learning by doing. Hence, the responses emphasized that the method enhanced their active participation in the learning process, and helped to understand the course readily. Moreover, 56% of the students expressed their eagerness to apply the knowledge and skill for their final thesis in the upcoming semester.\u003Cbr>Keywords: Learning by doing, experiential learning, student-centered learning. |\n| --- |\n| E-mail: [debebefikru@yahoo.com. Tel:](debebefikru@yahoo.com. Tel:) +252634862672. |\n\nINTRODUCTION  \nFollowing dynamic social changes, teaching has been ina continuous changing process. Notably, a paradigm shift has been taking place in recent decades. Hence, the emphasis shift from the teacher to the student center that promotes students to actively participate in the acquisition of knowledge and skills ( Močinić, 2012) . Likewise, medical education has also emerged through a complex transformation process. Theory and research in medical education and other fields have contributed to the evolution of teaching methods and theories. These include behaviorist, cognitivist, humanist and social learning traditions that have contributed to curriculum design and introducing contemporary instructional approaches (Mann, 2011) .  \nCurrent education theories emphasize the teaching research methodology courses generally rely on making the research process understandable. Hence, this would  \nbe achieved by the practice of active student-centered modes of teaching (Keenan and Fontaine, 2012) . The approach has emerged as a body of knowledge of the constructivism theory. Hence, the learning based on selfresponsibilities of the students. Thus, the learners construct knowledge and skills through the guidance of the instructors. Furthermore, the student-centered approach encourages learning through active interaction with the teachers, students, and the learning environment (Barraket , 2005) . A study by Kilburn et al. (2014) also emphasized its usefulness for the students in facilitating the learning process. Various terms have been in use in the context of constructivism theory. These include; cooperative learning, adventure learning, group project, apprenticeship, and learning by doing (Mann, 2011) . However, all these shared the fact that students are the domain of the teaching-learning process.  \nThe research methodology course is a critical requirement in many undergraduate programs. Unfortunately, it becomes challenging for students because of its complex nature and material. Furthermore, substantial numbers of students are less interested in the research methodology course and future research career (Lundahl , 2008) . Despite the growing knowledge of educational","cbCaio7Qb5BTEXo6","https://ap.wps.com/l/cbCaio7Qb5BTEXo6","pdf",342153,"English","# Abstract\n# Introduction\n## Aim\n## Significance of the study\n# Materials and Methods\n## Population and sample","[{\"question\":\"What does the “learning by doing” strategy emphasize in this study?\",\"answer\":\"It emphasizes learning through experiences generated directly by learners’ actions, with teachers guiding students through activities and learning materials.\"},{\"question\":\"How was the study conducted and who were the participants?\",\"answer\":\"The study used a quantitative cross-sectional design with 52 students enrolled in the research methodology course between June and September 2018 at Edna Adan University.\"},{\"question\":\"What outcomes did the study report regarding learning effectiveness?\",\"answer\":\"More than half of the participants agreed that learning by doing was useful, noting enhanced active participation and easier understanding of the course; 56% expressed eagerness to apply the knowledge to their final thesis.\"}]","African Educational Research Journal - Vol. 8(1) - Full Length Research Paper - Evaluating the Effectiveness of Learning by Doing | PDF",1792070586,18]