@article{MAKHILLRJMS202519631890,
    title = {An Evaluation of the Impact of Selected Teaching Methods on the Academic Performance of Nursing Students in Biostatistics at Schools of Nursing Akwa Ibom State},
    journal = {Research Journal of Medical Sciences},
    volume = {19},
    number = {6},
    pages = {1-8},
    year = {2025},
    issn = {1815-9346},
    doi = {makrjms.2025.6.1.8},
    url = {https://makhillpublications.co/view-article.php?issn=1815-9346&doi=makrjms.2025.6.1.8},
    author = {Anietie,Elusoji,Oko‐Ose,Akpan Paulina,Eweka,E.,Munge,Agogo,Etim,Emina and},
    keywords = {Biostatistics, nursing, teacher‐centered, akwa‐Ibom},
    abstract = {The primary goal of teaching is to facilitate meaningful change in learners.
Traditional teaching methods have often been teacher‐centered, resulting in
passive learning where students receive information without engaging with the
material. This study aimed to evaluate the impact of various teaching methods
on nursing students' performance in Biostatistics at Schools of Nursing in Akwa
Ibom State. Utilizing a quasi‐experimental pre‐test, post‐test, control group
design, the researcher developed a Biostatistics Achievement Test for data
collection. The sample included 120 second‐year nursing students, evenly
distributed across three schools, with no sampling technique employed. All
students participated in both pre and post‐tests, and groups were assigned based
on their respective schools. Data analysis involved descriptive statistics
(frequency, percentages, means, and standard deviation) and inferential statistics
(paired t‐test, ANOVA). Indicated that most respondents were aged 18‐23,
female, and single. Teaching methods positively influenced students'
performance in Biostatistics. Pre‐test scores showed no significant differences
among the flipped classroom (11.75 ±3.8), cooperative learning (10.30±2.00), and
lecture methods (10.45 ±2.12). However, post‐test scores revealed significant
improvements, particularly in the flipped classroom method (40.08±2.97),
outperforming both cooperative learning (35.45±5.77) and lecture methods
(29.30±4.45). The study concluded that both flipped classroom and cooperative
learning methods enhance student performance and recommended their
adoption to improve academic outcomes and social interaction skills among
nursing students.}
    }