The effect of collaborative learning on students' understanding of pharmacology in Obafemi Awolowo University Teaching Hospital, Ile-Ife.
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Background of the Study
Collaborative learning has gained widespread attention in educational settings, particularly in higher education, due to its potential to enhance students' comprehension and foster deeper learning (Abubakar et al., 2023). In the context of health sciences, pharmacology plays a crucial role in medical and nursing education, as it equips students with knowledge about the effects of drugs, their mechanisms, uses, and side effects (Olumide & Ajayi, 2024). Pharmacology, however, is often perceived as a complex and challenging subject by students due to the vast amount of information that needs to be memorized and understood (Suleiman et al., 2025). Thus, traditional lecture-based teaching methods may not be sufficient to help students grasp and retain critical pharmacological concepts.
Collaborative learning, which involves students working together in small groups to solve problems, exchange ideas, and learn from one another, has been identified as an effective instructional strategy (Oluwaseun et al., 2023). This approach can provide a more interactive and student-centered environment, fostering engagement and promoting critical thinking. Studies have shown that collaborative learning encourages active participation, enhances motivation, and improves retention of information (Adebayo et al., 2024). By working together, students can benefit from peer explanations and diverse perspectives, which can improve their understanding of complex subjects like pharmacology.
In the case of Obafemi Awolowo University Teaching Hospital (OAUTHC), located in Ile-Ife, the introduction of collaborative learning strategies into the pharmacology curriculum could be pivotal in enhancing students' grasp of the subject. Research indicates that when students engage in collaborative learning, they are more likely to perform better academically and retain knowledge more effectively than when they study individually (Fatimah et al., 2023). This study will explore the impact of collaborative learning on the understanding of pharmacology among students at OAUTHC, examining how this pedagogical strategy influences their academic performance and overall grasp of the subject.
Statement of the Problem
Pharmacology is often regarded as a challenging subject in medical and nursing curricula due to its complex content, which includes a vast amount of detailed information about drug classifications, mechanisms of action, side effects, and drug interactions (Oluwaseun & Olumide, 2024). Many students struggle to master these concepts, which can result in poor academic performance and low retention rates (Ajibola et al., 2025). Traditional methods of instruction, such as lectures and individual study, may not be sufficient to address the diverse learning needs of students, especially in a subject as intricate as pharmacology.
There is growing interest in alternative teaching methods, such as collaborative learning, that promote active engagement and peer interaction. Despite its potential, there is limited research on the effectiveness of collaborative learning in improving students’ understanding of pharmacology in Nigerian medical and nursing institutions (Oluwaseun et al., 2023). While some studies in other disciplines suggest that collaborative learning can enhance understanding and retention (Abubakar et al., 2023), its application in pharmacology education remains underexplored in this context. This research seeks to fill this gap by investigating how collaborative learning affects students’ comprehension of pharmacology at Obafemi Awolowo University Teaching Hospital, Ile-Ife.
Objectives of the Study
- To assess the impact of collaborative learning on the understanding of pharmacology among students in OAUTHC.
- To determine whether collaborative learning improves students' academic performance in pharmacology.
- To explore the perception of nursing and medical students regarding the effectiveness of collaborative learning in enhancing their pharmacological knowledge.
Research Questions
- How does collaborative learning affect students' understanding of pharmacology at OAUTHC?
- What is the relationship between collaborative learning and students’ academic performance in pharmacology?
- What are the perceptions of students regarding the effectiveness of collaborative learning in pharmacology education?
Research Hypotheses
- Collaborative learning has a significant positive effect on the understanding of pharmacology among students at OAUTHC.
- Students who engage in collaborative learning will have higher academic performance in pharmacology compared to those who do not.
- There is a significant difference in students' perceptions of collaborative learning based on their academic performance in pharmacology.
Scope and Limitations of the Study
This study will be conducted at Obafemi Awolowo University Teaching Hospital, Ile-Ife, focusing on nursing and medical students enrolled in pharmacology courses. The scope of the study is limited to the assessment of collaborative learning methods within the context of pharmacology education. The study will exclude other medical disciplines such as surgery or anatomy, as well as students from other universities. One limitation of the study is the potential bias in students' self-reported perceptions, as well as the challenge of controlling for individual differences in learning styles and prior knowledge. Additionally, the study may face challenges in implementing collaborative learning in a consistent manner across all student groups.
Definitions of Terms
- Collaborative learning: An instructional approach that involves students working together in groups to solve problems, exchange ideas, and support each other’s learning.
- Pharmacology: The branch of medicine and biology concerned with the study of drug effects, including their mechanisms, uses, and side effects.
- Academic performance: A measure of students' success in their courses, typically assessed through grades, examinations, and other evaluative metrics.
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