TIPOS DE LÍDERES
1.2.2. Análisis de la persona 1Formación profesional.
1.2.2.7 La capacitación en niveles formativos, como parte del desarrollo educativo Esta es la categoría que presenta los mayores cambios En su calidad de profesional, el
The data that generated during this study used to respond to the research questions with the help and support of a statistician.
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CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction
In this chapter, the analysed results from this study are interpreted, discussed and presented in tables, histograms and frequencies. The data in this study was analysed with the support of a statistician, using computerised data analysis software, namely the STATISTICA Version 9 programme. The data was predominantly presented in a quantitative form, whilst the responses to a few open questions were provided in narrative form.
4.2 Data Analysis Section A
4.2.1 Variable 1: Age
The respondents minimum age was 17 and the maximum 25years and above years (Figure 4.1).
Participants (n = 16/22.86%) was within the age range of 17-18years, (n = 28/40%) was within 19-20years, ( n = 13/18.6%) was 21-22 years while participants (n = 4/5.7&) and (n= 9/12.86%) were within ages 23-24 and 25 and above respectively.
Table 4.1 Age range of respondents
Age N %
17-18years 16 22.86
19-20years 28 40
21-22years 13 18.6
23-24years 4 5.7
25 years and above 9 12.86
Figure 4.1: Age range and mean age of the participants.
64 4.2.2 Variable 2: Gender
Table 4.2
Gender n %
Male 33 47.1%
Female 37 52.9%
Total 70 100%
Figure 4.2 Genders.
0 5 10 15 20 25 30
17-18 19-20 21-22 23-24 25->
Age
33
37
31 32 33 34 35 36 37 38
Male Female
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From the result of the table able, majority of the respondents were females (n=37/52.9%) while the rest though not an insignificant number were males (n=33/47.1%), bringing the number of male and female that enroll into the nursing program to almost equal as against the ancient pattern.
4.2.3 Variable 3 Home language
The dominant first language of the students spoken at this particular college was Hausa (n = 39/55.7%), followed by English (n = 10/14.3%). Other tribes/home languages were seen to be fewer among the respondents possibly due to the geographical location of the institution (Table 4.3).
Table 4.3 home language
Language N %
English 10 14.3
Hausa 39 55.7
Yoruba 9 12.9
Ibo 8 11.4
Others 4 5.6
Total 70 100%
66 Figure 4.3 Language background.
4.2.4 Variable 4: Please indicate whether you passed or failed any of the following subjects.
Results of this study showed that (n = 70/100%) of the students had passed mathematics on a standard grade. A total of (n =70/100%) had passed physics on a standard grade. A further analysis showed that (n = 70/100%) of the students had passed biology on the higher grade. The Nursing and midwifery council of Nigeria made it mandatory for any intending nursing and midwifery student to have at least credit in these subjects as their entry requirements. Therefore, mathematics, physical science and biology are integral subjects for the basis of nursing. The results obtained in this study were therefore congruent with expectations of students entering the nursing profession.
Table 4.4
0 5 10 15 20 25 30 35 40 45
Housa English Igbo Yoruba Others
Subjects Passed Failed Not Attempted
English 70/100% 0/100% 0/100%
Mathematics 70/100% 0/100% 0/100%
67 SECTION B
4.2.2.1 Variable B1: How much time per day do you spend on your studies (own time)?
The results showed that most of the students spent the more time on their studies per day (3 and >3 hours). Few students (n = 5/7.1%) and (n = 13/18.6%) spent less time on their studies daily (Table 4.5).
Table 4.5 Own time spent on study
Time N %
1hour 5 7.1
2hours 13 18.6
3hours 25 35.7
>3hours 27 38.6
Total 70 100
Chemistry 70/100% 0/100% 0/100%
Physics 70/100% 0/100% 0/100%
Biology 70/100% 0/100% 0/100%
68 Figure 4.4 Own time spent on study
4.2.2.2 Variable B2a: My lecturers show mastery of their subject area while teaching.
The majority of the participants (n = 21/30%) and (n = 45/64.3%) who indicated that their lectures always and most times show mastery of their subject while teaching, was satisfied with the teaching strategies being used, while some (n = 3/4.3%) indicated that the lectures do not master their subject area while teaching (Table 4.6).
Table 4.6 Mastery of subject area
Response N %
Always 21 30
Most times 45 64.3
Seldom 3 4.3
Never 1 1.4
Total 70 100
0 5 10 15 20 25 30
1hour 2hours 3hours >3hours
Self study time
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4.2.2.3 Variable B2b: Indicate if you are satisfied with the teaching strategies used by the lecturers
The results showed that the majority of the participants (n = 36/51.6%) were most of the time satisfied with the teaching strategies, with (n = 23/32.9%) indicating always. However, some participants indicated that they were seldom (n = 7/10%) and never (n = 4/5.7%) satisfied with the teaching strategies (Table 4.7).
Table 4.7: Teaching strategies used by lecturers
Response N %
Always 23 32.9
Most times 36 51.4
Seldom 7 10
Never 4 5.7
Total 70 100
4.2.2.4 Variable B3: Do you obtain adequate academic support?
Participants (n = 33/41.1%) responded that they obtained adequate academic support most of the time. Results also showed that there were participants (n = 2/2.9%) who never and seldom (n = 12.9%) sought academic support (Table 4.8). Though statistically insignificant, other participants (n =26/37.1%) indicated that they obtain academic support always.
A study conducted by Rossetti and Fox (2009) showed that advice and mentoring were regarded as important and even more so when a student was struggling and having a difficult time.
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A further study by Harrison (2009) showed that students identified effective academic advisors as those being knowledgeable, followed by those showing qualities, such as fostering and nurturing.
Table 4.8: Academic support obtained
Response N %
Always 26 37.1
Most times 33 41.1
Seldom 9 12.9
Never 2 2.9
Total 70 100
4.2.2.5 Variable B4: You attend academic support classes when offered?
Table 4.9 shows that (n = 24/34.2%) of the participants responded that they attended academic support classes most times when offered and (n = 60%) responded always. Participants (n=
2/2.9%) indicated that they seldom and never attended academic support respectively when offered.
Table 4.9: Attendance of academic support classes
Response N %
Always 42 60
Most times 24 34.2
Seldom 2 2.9
Never 2 2.9
Total 70 100
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4.2.2.6 Variable B5: Are you able to apply the theory taught in class in the clinical area?
Most participants (n = 36/51.4%) were always able to apply the theory being taught in class, followed by (n = 32/45.7%) who indicated most times (Table 4.10). Only a few respondents (n=2/2.9%) indicated that they seldom apply the theory taught in class in the clinical area.
Table 4.10: Application of theory taught in class to clinical areas
Response N %
Always 36 51.4
Most times 32 45.7
Seldom 2 2.9
Never 0 0
Total 70 100
4.2.2.7 Variable B6: Do you get adequate support in your clinical areas which help you to apply theory to practice?
Participants (n = 39/55.7%) indicated that they obtained adequate support most of the time in their clinical areas, while (n = 25/35.7%) indicated that they always received adequate support.
Participants (n = 2/2.9%) indicated seldom and (n = 4/5.7%) never received adequate support in the clinical areas (Table 4.11).
Table 4.11 Support obtained in the clinical areas to apply theory to practice
Response N %
Always 25 35.7
Most times 39 55.7
Seldom 2 2.9
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Never 4 5.7
Total 70 100
4.2.2.8 Variable B7: Are you able to cope with the workload?
Despite the fact that majority of participants (n = 43/61.4%) are able to cope most of the time and (n = 19/27.1) always coping with the workload it was a cause for concern that (n = 6/8.6%) and (n = 2/2.9%) of the participants indicated seldom and never, respectively.
Table 4.12: Coping with the workload
Response N %
Always 19 27.1
Most times 43 61.4
Seldom 6 8.6
Never 2 2.9
Total 70 100
4.2.2.9 Variable B8: Are the marking schedules, tests, examinations and guidelines a fair reflection of the work contents?
Table 4.13 shows that (n = 19/27.1%) of the participants indicated that the marking, schedules, tests, examinations and guidelines were always a fair reflection of the work content, while (n = 40/57.2%) indicated most times and (n = 6/8.6%) indicated seldom. Of concern was that (n = 5/7.1%) indicated never. Consistency between the contents and assessment of the work being taught is imperative. It was concerning that all of the participants in this study did not indicate that there was always a fair reflection of the marking schedules, tests, examinations and
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guidelines to the work content. According to a study conducted by Weaver (2006), comments by students on feedback from tutors were indicative of an imbalance in course design, or that feedback was unrelated to the assessment criteria. The students noted that their marks and feedbacks did not match, which suggested that comments made were not linked to the assessment criteria.
Table 4.13 Reflection of marking schedules, tests, examinations and guidelines on work content.
Response N %
Always 19 27.1
Most times 40 57.2
Seldom 6 8.6
Never 5 7.1
Total 70 100
4.2.2.10 Variable B9: Are all the contents covered according to the study guides?
Most participants indicated most times (n =32/42.7 %), always (n = 12/17.1%) that the contents were covered according to the study guides. Only (n = 6/8.6%) indicated that the contents were seldom covered according to the study guides. Amazingly (n = 20/28.6%) of the respondents indicated that the contents are never covered according to their study guide (table 4.14).
Table 4.14: Contents being covered according to study guides
Response N %
Always 12 17.1
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Most times 32 42.7
Seldom 6 8.6
Never 20 28.6
Total 70 100
4.2.2.11 Variable B10: How often do you use the library?
Table 4.15 shows that participants indicated that they seldom used the library (n =
19/27.1%), (n = 31/44.3%) most times, (n = 3/4.3%) always and (n = 9/5%) never. It was of great concern that (n = 19/27.1%) of the participants seldom used the library and (n = 17/24.9%) never did.
Table 4.15: Use of libraries
Response N %
Always 19 27.1
Most times 40 57.2
Seldom 6 8.6
Never 5 7.1
Total 70 100
4.2.2.12 Variable B13: How often do you use the computer laboratory?
It was concerning that (n = 51/72.7%) of the participants never and (n = 11/15.7%) seldom used the computer laboratory. Only (n = 4/5.7%) of the participants used it most times and always (Table 4.16).
75 Table 4.16: Use of computer laboratory
Response N %
Always 4 5.7
Most times 4 5.7
Seldom 11 15.7
Never 51 72.9
Total 70 100
4.2.2.16 Variable B14: How often do you use the internet?
The results were alarming, as (n = 15/21.4%) of the participants indicated that they always used the internet, and (n = 28/40%) most times. Many of the students indicated that they never (n
= 11/15.7%), and (n = 16/22.9%) feels that the used of the internet is not applicable to their course of study (Table 4.17).
Table 4.17: Use of the internet
Response N %
Always 15 21.4
Most times 28 40
Seldom 0 0
Never 11 15.7
Not applicable 16 22.9
Total 70 100
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4.2.2.17 Variable B15: Is language a barrier to your learning?
The results showed that (n = 3/4.3%) of the participants indicated that language was never a barrier to their learning, with (n = 28/40%) of the participants indicating seldom. Consequently, the study shows that (n =6/8.6%) and (n = 18/25.7%) faces a challenge with their studies always and most times respectively as a result of language barrier.
Table 4.18: Language as a barrier to learning
Response N %
Always 6 8.6
Most times 18 25.7
Seldom 28 40
Never 3 4.3
Not applicable 15 21.4
Total 70 100
4.2.2.18 Variable B 16: Do your language problems affect your learning?
Participants (n = 28/40%) indicated that their language problems seldom affected their learning, and (n = 19/27.1%) indicated never. Only (n = 1/1.4%) of the participants indicated that their language problems always affected their learning, while (n = 5/7.1%) indicated that their language has nothing to do with their learning abilities.
Table 4.19: Language problems affecting learning
Response N %
Always 6 8.6
Most times 18 25.7
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Seldom 28 40
Never 3 4.3
Not applicable 15 21.4
Total 70 100
4.2.2.19 Variable B17: How are your writing skills in English?
Results from this study showed that (n = 49/70%) of participants indicated that their writing skills were good, with (n = 15/21,4%) indicating very good. Only (n = 6/8.6%) indicated that their writing skills were fair.
Table 4.20: Competence in writing skills
Response N %
Very good 15 21.4
Good 49 70
Fair 6 8.6
Poor 0 0
Very poor 0 0
Total 70 100
4.3 Discussion of Research findings 4.3.1. Age
From the responses in table 4.1, more students were within the age range of 19-20years (n=28/40%) followed by 17-18years, 21-22years with (n=16/22.86%) and (n=13/18.6%) respectively. Participants (n=9/12.86%) were above 25 years of age. According to a study conducted by Zeegers and Martin (2001), the results showed that older students had a higher mean score for the deep and achieving approach and a lower mean score for the surface approach
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to learning. Ansari (2002), on student professional nurse satisfaction, showed that higher satisfaction was experienced among the older mature participants (>25 years), followed by the mature participants (21-25 years). The lowest satisfaction was among the traditional students (<21 years). This was supported by a study carried out by Salamonson and Andrew (2006), which showed that older students performed better academically
4.3.2. Gender
According to Table 4.2, the majority of students were female. As nursing is predominately a female profession, these results were aligned with a study conducted by Meadus and Twomey (2007), which reported that men were deterred from entering nursing, due to the following reasons: public perceptions, images of nursing, the value of nursing to society, sex stereotypes and patient preferences. Rheaume et al. (2003) showed in their study that although men and woman primarily entered nursing because of a desire to care for people, the motivations of these two groups differed.
4.3.3 Home language
The dominant first language of the students spoken at this particular college was Hausa (n = 39/55.7%), followed by English (n = 10/14.3%) (Table4.3). The results were aligned with the dominant language being spoken in the Usman Danfodiyo University Teaching hospital (School of Nursing) according to a language report survey, which showed that 40% of the population of the institution spoke Hausa as their home language.
4.3.4 Please indicate whether you passed or failed any of the following subjects.
Results of this study showed that (n = 70/100%) of the students had passed mathematics on a standard grade. A total of (n =70/100%) had passed physics on a standard grade. A further analysis showed that (n = 70/100%) of the students had passed biology on the higher grade. The
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Nursing and midwifery council of Nigeria made it mandatory for any intending nursing and midwifery student to have at least credit in these subjects as their entry requirements. Therefore, mathematics, physical science and biology are integral subjects for the basis of nursing. The results obtained in this study were therefore congruent with expectations of students entering the nursing profession.
SECTION B
4.3.2.1 Variable B1: How much time per day do you spend on your studies (own time)?
The results showed that most of the students spent more time on their studies per day (3 and >3 hours). Few students (n = 5/7.1%) and (n = 13/18.6%) spent less time on their studies daily (Table 4.5). A study conducted by Mullen (2007) showed that students, who studied independently for a larger number of hours, used significantly more cognitive, self regulatory, learning strategies. In this study, time spent studying independently per week was significantly associated with higher scores on the following subscales, i.e. elaboration, time and study environment, effort regulation and help seeking.
4.3.2.2 Variable B2a: My lecturers show mastery of their subject area while teaching.
The majority of the participants (n = 21/30%) and (n = 45/64.3%) who indicated that their lectures always and most times show mastery of their subject while teaching, was satisfied with the teaching strategies being used, while some (n = 3/4.3%) indicated that the lectures do not master their subject area while teaching (Table 4.6). Only an insignificant number of the students indicated that their lectures attitude to lecture is part of the reason they are not coping with their studies, this answers the second research question in this research work which says “what are the teachers’ attitude towards teaching in college of nursing and midwifery, Sokoto”.
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4.3.2.3 Variable B2b: Indicate if you are satisfied with the teaching strategies used by the lecturers
The results showed that the majority of the participants (n = 36/51.6%) were most of the time satisfied with the teaching strategies, with (n = 23/32.9%) indicating always. However, some participants indicated that they were seldom (n = 7/10%) and never (n = 4/5.7%) satisfied with the teaching strategies (Table 4.7). A study conducted by Zeegers and Martin (2001) showed that learning strategies and metacognitive awareness may lead to students having a broader range of skills at their disposal that may lead to confident, self directed learning. The lecturer has a key role in this process. The quality of learning experiences depended on the approaches to teaching by lecturers.
Further studies by Artelt (2005) showed that motivation determined the choice to become engaged in a task and that strategy were the tools with which the task was actually accomplished.
This result shows that, teaching strategy (which is part of the1st research question) is a key factor that influence teaching and learning positively in this college
4.3.2.4 Variable B3: Do you obtain adequate academic support?
Participants (n = 33/41.1%) responded that they obtained adequate academic support most of the time. Results also showed that there were participants (n = 2/2.9%) who never and seldom (n = 9/12.9%) sought academic support (Table 4.8). Other participants (n =26/37.1%) indicated that they obtain academic support always.
A study conducted by Rossetti and Fox (2009) showed that advice and mentoring were regarded as important and even more so when a student was struggling and having a difficult time. This equally answers the research question number one as one of the factors that influence teaching and learning positively in this college.
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A further study by Harrison (2009) showed that students identified effective academic advisors as those being knowledgeable, followed by those showing qualities, such as fostering and nurturing.
4.3.2.5 Variable B4: You attend academic support classes when offered?
Table 4.9 shows that (n = 24/34.2%) of the participants responded that they attended academic support classes most times when offered and (n = 42/60%) responded always.
Participants (n= 2/2.9%) indicated that they seldom and never attended academic support respectively when offered In a study conducted by Ofori and Charlton (2002), the results showed that seeking academic support had the greatest direct effect on academic performance. They further state that student learning behavior, such as support seeking, may compensate for the effects of low entry qualifications. A study conducted by Rossetti and Fox (2009) showed that professors who took part in the study, valued the relationships they had with their students and spoke of the importance of working with their students and getting to know them.
Further findings in this study revealed that the presence of a teacher was central in educational endeavors, as the primary role of teachers was their interaction with students. A study by Thatcher, Fridjhon and Cockcroft (2007) demonstrated that students who ‘always’
attended lectures, showed statistically significant academic performance advantages over students who ‘seldom’ or ‘never’ attended. This study further showed that the group of students who ‘always’ attended lectures, performed significantly better in a weighted composite of three assessments (test, essay and examination), than the groups who ‘seldom’ or ‘never’ attended.
4.3.2.6 Variable B5: Are you able to apply the theory taught in class in the clinical area?
Most participants (n = 36/51.4%) were always able to apply the theory being taught in class, followed by (n = 32/45.7%) who indicated most times (Table 4.10). An insignificant
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number of participants (n = 2/2.9%) indicated that they seldom It is critically important that nursing students are able to apply theory to practice, as supported by the findings by Waterson.(2006), who state that the lack of integration of theory and practice emerged as a major problem.
4.3.2.7 Variable B6: Do you get adequate support in your clinical areas which help you to apply theory to practice?
Participants (n = 39/55.7%) indicated that they obtained adequate support most of the time in their clinical areas, while (n = 25/35.7%) indicated that they always received adequate support. Participants (n = 2/2.9%) indicated seldom and (n = 4/5.7%) never received adequate support in the clinical areas (Table 4.11). Constructive feedback is essential with any clinical assessment, in order to allow the learner to integrate the knowledge and skills required to gain competence and confidence. According to a study conducted by Rogan et al. (2006), students perceived clinical placement as a difficult experience being related to language and cultural issues. They felt excluded in their interactions with professional nurses, patients, facilitators and other students.
According to a study conducted by Last and Fulbrook (2003), findings showed that 97% of the students indicated that there was a theory-practice gap. They indicated that too much emphasis was placed on theory and 91% felt that they did not have enough clinical skills teaching. These students reported that they experienced a lack of confidence and knowledge in practical nursing skills, as too much time was spent on the theoretical components of the program. The first year students particularly found it difficult to relate theory to practice.
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4.3.2.8 Variable B7: Are you able to cope with the workload?
Despite the fact that majority of participants (n = 43/61.4%) are able to cope most of the time and (n = 19/27.1) always coping with the workload it was a cause for concern that (n = 6/8.6%) and (n = 2/2.9%) of the participants indicated seldom and never, respectively. A study by Lizzio (2002) showed that perceptions of a heavy workload and inappropriate assessment, strongly influenced students towards applying surface approaches to their studies. According to a study conducted by Last and Fulbrook (2003), students indicated that academic overload led to non-learning, despair and disillusionment. Diseth (2007) indicated that “workload” was the only evaluation, perception variable, which correlated with examination grades.
Furthermore, the surface approach correlated meaningfully with “workload”. One of the overall conclusions of this study was that the evaluation, perception-factor, “workload”, indeed predicted academic achievement. A further study by Waterson et al. (2006) showed that both tutors and students raised concerns about problems related to the curriculum, such as curriculum overload, the curriculum being unrealistic and repetition of the contents at different levels of training, this as well is one of the factors that affect teaching and learning in college of nursing and midwifery sciences, Sokoto.
4.3.2.9 Variable B8: Are the marking schedules, tests, examinations and guidelines a fair reflection of the work contents?
Table 4.13 shows that (n = 19/27.1%) of the participants indicated that the marking, schedules, tests, examinations and guidelines were always a fair reflection of the work content, while (n = 40/57.2%) indicated most times and (n = 6/8.6%) indicated seldom. Of concern was that (n = 5/7.1%) indicated never. Consistency between the contents and assessment of the work being taught is imperative. It was concerning that all of the participants in this study did not
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indicate that there was always a fair reflection of the marking schedules, tests, examinations and guidelines to the work content which is a fair reflection to the 1st research question in this work.
According to a study conducted by Weaver (2006), comments by students on feedback from tutors were indicative of an imbalance in course design, or that feedback was unrelated to the assessment criteria. The students noted that their marks and feedbacks did not match, which suggested that comments made were not linked to the assessment criteria.
4.3.2.10 Variable B9: Are all the contents covered according to the study guides?
Most participants indicated most times (n =32/42.7 %), always (n = 12/17.1%) that the contents were covered according to the study guides. Only (n = 6/8.6%) indicated that the contents were seldom covered according to the study guides. Amazingly (n = 20/28.6%) of the respondents indicated that the contents are never covered according to their study guide (table 4.14). This is a major factor that could affect teaching and learning in the sense that if contents are never covered according to the syllabus/ study guide, there is every possibility of the students not knowing (well) all they need to know since they will be left to self study.
4.3.2.11 Variable B10: How often do you use the library?
Table 4.15 shows that participants indicated that they seldom used the library (n = 19/27.1%), (n = 31/44.3%) most times, (n = 3/4.3%) always and (n = 9/5%) never. It was of great concern that (n = 19/27.1%) of the participants seldom used the library and (n = 17/24.9%) never did. In a study conducted by Karemera, Reuben and Sillah (2003), students who rated library resources as adequate, were more likely to be better students. Franks and McAlonan (2007) showed that a significant number of students were neither conversant with, nor confident in how to use the library resources effectively. This study further showed that students reported overall higher confidence levels in using textbooks and journals, yet less confidence in using the
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university library catalogue, which indicated that searching was superficial and unsystematic.
According to Franks and McAlonan (2007), these findings are important, because student professional nurses spend significant times on placements away from the school and rely on external access, which requires skills in computer and internet use that are becoming increasingly important for effective knowledge retrieval.
4.3.2.12Variable B11: How often do you use the computer laboratory?
It was concerning that (n = 51/72.7%) of the participants never and (n = 11/15.7%) seldom used the computer laboratory. Only (n = 4/5.7%) of the participants used it most times and always (Table 4.16). According to a study conducted by Fetter (2009), numerous barriers to competency attainment in achieving information technology (IT) outcomes were identified.
These included wide variations in access to informatics and technologies in clinical areas, inconsistent integration of informatics contents into theory and clinical courses, and lack of faculty knowledge, skills and motivation to integrated IT skills in the curriculum. These were regarded as significant challenge in teaching and learning (Research question 1). Another study by Bond (2010) showed that students, who considered that they lacked the skills to use computers in their placements, reported significantly lower computer use in practice, than students who were satisfied with their skills.
4.3.2.13 Variable B12: How often do you use the internet?
The results were alarming, as (n = 15/21.4%) of the participants indicated that they always used the internet, and (n = 28/40%) most times. Many of the students indicated that they never (n
= 11/15.7%), and (n = 16/22.9%) feels that the used of the internet is not applicable to their course of study (Table 4.17). A study conducted by Tarrant, Dodgson and Law (2008) showed that students with prior experience in reading professional journals and students with prior
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experience in using electronic databases, reported higher competencies in academic writing skills, than those with no prior experiences. However, Nayda and Rankin (2009) showed that students related developing information literacy skills to gaining information from librarians, academics and their peers, rather than using online and other search strategies. Another study by Bond (2010) showed that students’ use of the internet had increased significantly after a three month course and it was unusual for students not to have internet experience. Significantly, it is obvious that students inability to use the internet in this age and time when almost all the information can be got from the net is a major reason for poor performance academically; this equally answers the 1st research question in this work.
4.3.2.14 Variable B13: Is language a barrier to your learning?
The results showed that (n = 3/4.3%) of the participants indicated that language was never a barrier to their learning, with (n = 28/40%) of the participants indicating seldom. Consequently, the study shows that (n =6/8.6%) and (n = 18/25.7%) faces a challenge with their studies always and most times respectively as a result of language barrier. Junious et al. (2010) showed that foreign students studying in the United States found issues relating to language, heavy accents and overall communication as significant stressors.
The result of this study clearly answers the 3rd research question in this work, “Does language barrier affect teaching and learning in college of nursing and midwifery sciences, Sokoto”. Majority of the respondents’ home language is not English while English is the central language for teaching and learning. This makes it impossible for most of the students to contribute while teaching is going on even when they know what the teacher is saying because of communication gap. This will in turn make it difficult for the teacher to understand to what extent the student is actually able to understand the lesson.
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4.3.2.15 Variable B 17: Do your language problems affect your learning?
Participants (n = 28/40%) indicated that their language problems seldom affected their learning, and (n = 19/27.1%) indicated never. Only (n = 1/1.4%) of the participants indicated that their language problems always affected their learning, while (n = 5/7.1%) indicated that their language has nothing to do with their learning abilities. This is because even though they cannot communicate, yet they understand what has been taught and can actually answer them effectively when tested.
4.3.2.16 Variable B14: How are your writing skills in English?
Results from this study showed that (n = 49/70%) of participants indicated that their writing skills were good, with (n = 15/21.4%) indicating very good. Only (n = 6/8.6%) indicated that their writing skills were fair. A study conducted by Shakya and Horsfall (2000) showed that international students with English as a second language, had an adequate level of English for conservation and non-discipline specific reading. Higher levels of proficiency were, however, required to successfully grapple with verbal and written academic demands of the nursing course.
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CHAPTER 5 SUMMARY, CONCLUSION AND RECOMMENDATIONS 5.1 Summary
In this chapter, the data being collected during this study was analysed, interpreted and discussed. The researcher succeeded in exploring, investigating and successfully addressing the research question, i.e.: “What are the factors that influence teaching and learning in College of Nursing and Midwifery Sciences, Sokoto. By using scientific, investigative techniques, the factors that influence teaching and learning in College of Nursing and Midwifery Sciences, Sokoto. , were successfully identified.
The following objectives were thus achieved.
1. Factors that influence language.
2. Factors that influence the teaching strategies.
3. Factors that influence approaches to learning.
5.2 Conclusion
The results from this research supported the research question being investigated, i.e.
whether there were factors influencing teaching and learning at a specific nursing college that was investigated in Sokoto State. This study showed that a variety of factors had indeed contributed to the academic underachievement of students at this college.
Recommendations, based on the scientific evidence obtained from nursing students who completed the questionnaire, were provided that aimed at overcoming underachievement and promoting academic performance. The recommendations thus aimed at enriching the learning experiences of the students, by focusing on the learning activities, teaching strategies, workload and learning approaches.
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It is believed that the insights gained from this study would positively contribute towards the necessary debate and implementation of suitable teaching and learning strategies at the specific nursing college being studied in Sokoto State, as well as at nursing colleges in Nigeria as a whole. It is thus anticipated that the implementation of the findings from this study would help improve the academic achievements of nursing students. All this would result in the successful delivery of more nursing professionals, able of providing quality health care and in accordance with Government’s expectation of curbing the serious nursing shortage in this country.
5.3 Recommendations
5.3.1 Approaches to learning
Results from this study showed that majority of students spent3 hours and more on their studies per day (Table 4.4) In addition, some participants indicated that they were seldom (10%) and never (5.7%) satisfied with the teaching strategies used by lecturers (Table 4.6). With regards to the learning environment being conducive to learning, (19%) indicated that the learning environment was not conducive to learning. It was concerning that (8.6%) and (2.9%) of the participants indicated that they seldom and never, respectively, coped with the workload. All of the above would have contributed to the students’ levels of motivation and to the types of learning approaches adopted by them.
5.3.1.1 .Quality assurance
To maintain quality assurance in higher education, various strategies should be introduced. An educational audit should be carried out after every college block, or whenever the need arises.
An evaluation form or questionnaire should be designed and distributed to students to complete anonymously in a formal class setting. The document should include the following basic