The Effect of Peer-Assisted Learning on Nursing Students’ Academic Success in Lagos State University Teaching Hospital
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Background of the Study
Peer-assisted learning (PAL) is an instructional strategy where students support each other’s learning through structured interactions. PAL has been widely adopted in medical and nursing education as a cost-effective and efficient method for enhancing knowledge retention, critical thinking, and academic success (Topping & Ehly, 2023). This approach allows students to actively engage with course material, reinforce learning through teaching, and gain confidence in their academic abilities (Williams et al., 2024).
In nursing education, PAL is particularly beneficial because it provides an opportunity for students to clarify complex concepts, practice clinical skills in a low-pressure environment, and receive immediate feedback from peers. Research has shown that students who participate in PAL programs perform better academically and demonstrate higher levels of self-efficacy in clinical practice (Jones & Patel, 2024). Despite its benefits, PAL is not widely implemented in many Nigerian nursing institutions, including Lagos State University Teaching Hospital (LASUTH).
At LASUTH, nursing students often rely on self-study or faculty-led instruction, which may not be sufficient to address learning challenges. Given the increasing academic workload and complexity of nursing courses, PAL could serve as a complementary approach to improve students' academic outcomes. However, there is a need for empirical research to determine the effectiveness of PAL in this specific context, as well as to identify potential barriers to its successful implementation.
Statement of the Problem
Despite the well-documented advantages of PAL, nursing students in many Nigerian institutions, including LASUTH, face challenges in accessing structured peer-learning opportunities. Traditional lecture-based learning may not be sufficient to help students grasp complex nursing concepts, leading to poor academic performance and increased failure rates in critical courses (Adeyemi & Bello, 2023). Additionally, students who struggle academically may not have access to adequate support systems to improve their understanding of coursework.
The lack of structured PAL programs in LASUTH means that many students miss out on the benefits of peer-led discussions, collaborative problem-solving, and skills reinforcement. Furthermore, there is limited research on how PAL specifically affects nursing students’ academic success in Nigerian institutions. This study aims to investigate the impact of PAL on students’ academic performance and determine the feasibility of implementing structured peer-learning programs in nursing education at LASUTH.
Objectives of the Study
- To assess the impact of peer-assisted learning on nursing students’ academic performance at LASUTH.
- To examine students’ perceptions of PAL as a learning strategy in nursing education.
- To identify potential challenges in implementing PAL programs in nursing education.
Research Questions
- How does peer-assisted learning influence nursing students' academic performance at LASUTH?
- What are nursing students’ perceptions of peer-assisted learning as a strategy for academic success?
- What challenges hinder the implementation of PAL in nursing education?
Research Hypotheses
- There is a significant positive relationship between peer-assisted learning and nursing students’ academic performance.
- Nursing students with access to PAL programs have higher levels of academic achievement compared to those without.
- The implementation of PAL in nursing education is hindered by various institutional and student-related challenges.
Scope and Limitations of the Study
This study will focus on nursing students at LASUTH, assessing their experiences with peer-assisted learning and its impact on academic performance. It will include students from different academic levels to provide a comprehensive understanding of PAL’s effectiveness. However, the study may be limited by factors such as students’ willingness to participate, variations in PAL implementation across different student groups, and potential biases in self-reported academic performance.
Definitions of Terms
- Peer-Assisted Learning (PAL): A teaching and learning approach where students support each other in academic or clinical learning through structured peer interactions.
- Academic Success: The achievement of learning outcomes and high performance in examinations, coursework, and practical skills assessments.
- Collaborative Learning: A learning method where students work together to solve problems, enhance understanding, and achieve academic goals.
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