Relationship between peer versus non-peer learning and academic performance of nursing students in Karachi, Pakistan
DOI:
https://doi.org/10.37018/JFJMU/RUK/3989Keywords:
Nursing student, Peer Learning, Academic PerformanceAbstract
Background: Students learn through peer learning; it is one of the central learning approaches. Peer learning inspires students to teach and learn from each other. The objective of the study was to determine the relationship between peer versus non-peer group learning and the academic performance of nursing students (NS).
Methods: A correlational research design was conducted at two public sectors: Dow Institute of Nursing and Midwifery Karachi and College of Nursing Dr. Ruth K. M. Pfau Civil Hospital Karachi. Three hundred NS were included in the study through purposive sampling techniques and the study duration was four months (December 2022 to March 2023). The inclusion criteria were undergraduate NS who were acquainted with peer learning. Those NS who were not present at the time of data collection were excluded from the study. According to the study's objectives, a questionnaire was developed by reviewing previous studies. Data was entered and analyzed on SPSS version 26.
Results: Out of 300, n=156(52%) were from peer group and n=144(48%) were from non-peer-group and n=167(55.7%) had reported good performance (>3 GPA) and n=133(44.3%) reported average performance (≤3 GPA) at academic. Both groups of NS showed significant differences in academic performance (P- value <0.05). The peer group of NS has found a positive correlation (r.1.000) and is highly significant (P- value <.005) with academic performance.
Conclusion: The current study concluded that most NS belonged to peer groups, and more than half of the NS attained good academic performance. Peer groups also showed a positive correlation and high significance with academic performance.
Downloads
Published
How to Cite
Issue
Section
License
The Journal of Fatima Jinnah Medical University follows the Attribution Creative Commons-Non commercial (CC BY-NC) license which allows the users to copy and redistribute the material in any medium or format, remix, transform and build upon the material. The users must give credit to the source and indicate, provide a link to the license, and indicate if changes were made. However, the CC By-NC license restricts the use of material for commercial purposes. For further details about the license please check the Creative Commons website. The editorial board of JFJMU strives hard for the authenticity and accuracy of the material published in the journal. However, findings and statements are views of the authors and do not necessarily represent views of the Editorial Board.
