The effect of peer tutoring programs on nursing students' academic outcomes in Taraba State College of Nursing
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Background of the Study
Peer tutoring programs have emerged as an effective educational strategy in various academic settings, including nursing education. These programs involve students tutoring their peers, providing an opportunity for both the tutor and tutee to enhance their understanding of course content. Peer tutoring has been associated with improved academic outcomes, increased confidence, and better retention of information (Olufemi & Dauda, 2024). For nursing students, the benefits of peer tutoring go beyond academic achievement; it also fosters a collaborative learning environment, promotes teamwork, and enhances communication skills, which are essential in clinical practice.
At Taraba State College of Nursing, peer tutoring programs are becoming an integral part of the academic structure, with senior students providing support to their juniors in various subjects, including clinical skills and theoretical nursing knowledge. However, there is limited research on the impact of peer tutoring on the academic outcomes of nursing students in this context. This study aims to explore the effectiveness of peer tutoring programs on nursing students' academic performance and identify the factors that contribute to its success.
Statement of the Problem
Despite the growing implementation of peer tutoring programs at Taraba State College of Nursing, there is insufficient empirical evidence on how these programs influence the academic outcomes of nursing students. While peer tutoring has shown promise in enhancing learning in other disciplines, it remains unclear whether it has the same impact on nursing students, particularly in terms of improving their clinical competencies and theoretical knowledge. This study will investigate the effects of peer tutoring programs on nursing students' academic outcomes, including their grades, practical skills, and overall academic performance.
Objectives of the Study
1. To evaluate the effect of peer tutoring programs on nursing students' academic outcomes at Taraba State College of Nursing.
2. To compare the academic performance of nursing students who participate in peer tutoring with those who do not.
3. To assess students' perceptions of the peer tutoring program and its impact on their academic success.
Research Questions
1. How do peer tutoring programs affect nursing students' academic outcomes at Taraba State College of Nursing?
2. Is there a significant difference in academic performance between nursing students who participate in peer tutoring and those who do not?
3. What are nursing students' perceptions of the peer tutoring program and its effectiveness in enhancing their academic performance?
Research Hypotheses
1. Nursing students who participate in peer tutoring programs demonstrate better academic outcomes than those who do not participate.
2. There is a significant positive correlation between participation in peer tutoring and improvement in nursing students' grades and clinical performance.
3. Nursing students who perceive the peer tutoring program as beneficial experience greater academic success.
Scope and Limitations of the Study
This study will focus on nursing students at Taraba State College of Nursing who participate in the peer tutoring program. Limitations include the potential for bias in self-reported perceptions of the program's effectiveness and the inability to control for other factors influencing academic performance, such as prior knowledge and study habits.
Definitions of Terms
• Peer Tutoring: An educational strategy in which students tutor their peers to enhance understanding of academic content.
• Academic Outcomes: Measurable results of academic performance, including grades, practical skills, and overall knowledge acquisition.
• Nursing Students: Individuals enrolled in a nursing program at Taraba State College of Nursing, working towards acquiring the necessary competencies for nursing practice.
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