An Evaluation of the Impact of Small Group Discussions on Students’ Academic Performance in Gombe State College of Nursing
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Background of the Study
Small group discussions (SGDs) are a widely used teaching method that promotes active learning and enhances student engagement. By encouraging students to discuss and critically analyze academic content, SGDs help develop deeper understanding, communication skills, and collaborative problem-solving abilities (Stewart et al., 2024). This pedagogical approach has gained significant attention in nursing education as a way to improve student learning outcomes and academic performance.
At Gombe State College of Nursing, SGDs are integrated into the curriculum as a strategy to foster student interaction, critical thinking, and knowledge retention. Previous studies have shown that SGDs enhance students’ academic performance by providing opportunities for peer learning, increasing student participation, and improving information retention (Kumar & Anjum, 2023). However, there is limited research evaluating the specific impact of SGDs on nursing students’ academic performance within the Nigerian context. The role of SGDs in improving students' ability to apply theoretical knowledge in clinical settings remains an area of interest for educational researchers and practitioners. Therefore, this study seeks to evaluate the impact of small group discussions on the academic performance of nursing students at Gombe State College of Nursing.
Statement of the Problem
Despite the widespread adoption of SGDs in nursing education, the impact of this teaching method on academic performance has not been adequately assessed in the Nigerian context. At Gombe State College of Nursing, it is unclear how effectively SGDs contribute to enhancing academic achievement among nursing students. This lack of evaluation hinders the ability to make data-driven decisions about the teaching methods used in the institution. Without a thorough understanding of how SGDs affect student learning outcomes, educators may miss opportunities to optimize instructional strategies for better academic performance.
Objectives of the Study
1. To evaluate the impact of small group discussions on nursing students’ academic performance at Gombe State College of Nursing.
2. To identify the academic subjects or areas in which small group discussions are most effective.
3. To examine students’ perceptions of small group discussions and their contribution to learning and academic success.
Research Questions
1. How do small group discussions impact nursing students’ academic performance at Gombe State College of Nursing?
2. In which academic subjects do small group discussions have the most significant impact on students’ performance?
3. What are students' perceptions of the effectiveness of small group discussions in enhancing their academic success?
Research Hypotheses
1. Small group discussions significantly improve nursing students’ academic performance at Gombe State College of Nursing.
2. Small group discussions have a greater impact on certain academic subjects compared to others.
3. Nursing students who participate in small group discussions report higher levels of academic success and satisfaction with their learning experience.
Scope and Limitations of the Study
This study focuses on nursing students at Gombe State College of Nursing, specifically evaluating the role of small group discussions in academic performance. The findings may not be directly applicable to other nursing institutions with different instructional practices or student populations. The study is limited to the evaluation of academic performance and does not examine other aspects of student development such as clinical competence or professional behavior.
Definitions of Terms
• Small Group Discussions (SGDs): A teaching method that involves small groups of students engaging in discussions to explore and solve academic problems, share insights, and enhance learning.
• Academic Performance: The measurable outcomes of students’ learning, including grades, test scores, and overall achievement in coursework.
• Active Learning: An instructional approach that actively involves students in the learning process, encouraging them to engage with the material through discussion, problem-solving, and collaborative activities.
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