A Comparative Study on Modified Lecture and Self-Instructional Module on Students’ Emotional Intelligence and Academic Performance at Colleges of Nursing Abuja, Nigeria
Aug 2026· WORLD JOURNAL OF INNOVATION AND MODERN TECHNOLOGY· pp. 76· 0 citations
TL;DR
Students in the modified lecture group had a higher emotional intelligence score compared to students in the self-instructional module group, and both groups were comparable in terms of academic performance.
Abstract
Background: Modified lecture and self-instructional module can help students develop skills
needed to thrive in a fast-paced academic world, particularly in relation to emotional
intelligence and academic performance. However, there is no clear evidence about which
method is more effective at improving nursing students’ emotional intelligence and academic
performance, creating a challenge in nursing education. To address this, the study compares
modified lecture and self-instructional module on students’ emotional intelligence and academic
performance at Colleges of Nursing in Abuja.
Research Method: A non-equivalent quasi-experimental design was used with purposive
sampling, selecting 210 second-year basic nursing students as participants. Data were analyzed
through frequencies, percentages, mean scores, analysis of covariance and independent sample
t tests, at 0.05 significant alpha level.
Results: The findings of this study revealed that students in modified lecture group had a higher
score of emotional intelligence in both phases (before = 2.71/5±1.05; after = 2.83/5±1.09)
compared to self-instructional module (before = 2.60/5±1.08; after = 2.35/5±1.15) and that both
modified lecture (ML=24.99/31±3.89 and self-instructional module (SIM=24.81/31±3.81)
groups had a positive effect on students’ academic performance. Statistically, there was a strong
significant (p <0.001) difference in students’ emotional intelligence between those taught using
modified lecture and self-instructional module. However, there was no significant effect (p
=0.758) of modified lecture and self-instructional module on students’ academic performance.
Conclusion: The study concluded that students in the modified lecture group had a higher
emotional intelligence score compared to students in the self-instructional module group.
However, both groups were comparable in terms of academic performance.
For nursing students, emotional competence, the capacity to identify, comprehend, communicate, and control emotions, is essential because it promotes empathy, successful academic performance, and effective communication. It is also essential for professional growth and stress management in nursing education. There is, however, little data on the connection between Indian nursing undergraduates’ academic achievement and emotional intelligence. The purpose of this study was to evaluate the emotional intelligence of undergraduate nursing students at Yenepoya Nursing College in Mangaluru and its relationship to academic success.
94 B.Sc. nursing students who were chosen by non-probability convenience sampling participated in a descriptive quantitative design. The standardized Profile of Emotional Competence (PEC) tool, which assesses five domains: identification, comprehension, expression, regulation, and utilization of emotions, was used to collect data. Exam results from the first and second semesters were used to gauge academic performance. High reliability was shown by the PEC (Cronbach’s
α
= 0.929). Using IBM Statistical Package for the Social Sciences (IBM SPSS) Statistics for Windows (version 29.0.10), descriptive statistics, Pearson’s correlation, and chi-square tests were used to analyse the data.
Most participants were under 20 years old (51.1%) and female (81.9%). The utilization of one’s own emotions domain had the highest scores (15.48 ± 3.82), with the mean overall emotional competence score being 146.16. Of the group, 13.8% received a distinction and 67% received a first-class grade. A significant association (
p
<0.05) was found between emotional competence and students who passed both semesters, but no statistically significant correlation (
p
>0.05) was found between emotional competence and academic achievement.
Students with greater emotional competence performed better academically over time, even though there was no clear relationship between emotional competence and academic success. Better learning outcomes could be a result of increased emotional awareness and control. It is advised that nursing curricula incorporate emotional intelligence training to support students’ professional development, resilience, and adaptability.
G. R. Gireesh, Viji Prasad, Sneha V. Binu et al.· Journal of Health and Allied...· 0 citations
BACKGROUND
Academic self-efficacy, educational stress, and academic motivation are key psychological factors influencing nursing students' academic performance and learning experiences. However, the relationships among these variables have not been sufficiently examined in nursing education.
AIM
This study aimed to examine the relationships among academic self-efficacy, educational stress, and academic motivation in nursing students.
METHODS
This study was conducted with nursing students at Fırat University Faculty of Health Sciences in Elazığ, Turkey, during the autumn semester of the 2023-2024 academic year. A total of 519 nursing students were included in this cross-sectional correlational study. Data were collected using a personal information form, the Academic Self-Efficacy Scale, the Educational Stress Scale, and the Academic Motivation Scale. The data were analyzed using structural equation modeling (SEM).
RESULTS
The mean levels indicated that academic self-efficacy and academic motivation were moderate to high, while educational stress was at a moderate level.The results of the SEM indicated that academic self-efficacy was significantly associated with educational stress (β = -0.329, p < .001) and academic motivation (β = 0.621, p < .001). Educational stress was also significantly associated with academic motivation (β = 0.197, p < .001). In addition, educational stress partially mediated the relationship between academic self-efficacy and academic motivation (β = -0.063, p < .01). The total effect of academic self-efficacy on academic motivation was significant (β = 0.560, p < .001). The model explained 10% of the variance in educational stress and 34% of the variance in academic motivation.
CONCLUSIONS
The findings indicated that academic self-efficacy plays an important role in reducing educational stress and increasing academic motivation among nursing students. Educational stress showed a positive association with academic motivation and partially mediated the relationship between academic self-efficacy and academic motivation. These results suggest that strengthening academic self-efficacy may improve students' motivation and stress levels. Future studies should use longitudinal and multi-center designs to confirm these relationships.
G. Turan, Müslim Alanoğlu, Songül Karabatak· BMC Nursing· 0 citations
Background: Examination anxiety is a widely reported concern among nursing students, arising from the demanding nature of the nursing curriculum, competitive assessment structures, and clinical performance expectations. Persistent or severe examination anxiety can impair concentration, recall, and overall academic performance, making its early identification essential for effective student support. Objective: To assess the perceived level of examination anxiety among first-year undergraduate (B.Sc.) nursing students and to determine its association with selected demographic variables. Methods: A descriptive, cross-sectional design was adopted among 50 first-year B.Sc. Nursing students at a nursing college in Coimbatore, India, selected through simple random (lottery) sampling. Data were collected using a demographic proforma and the Westside Test Anxiety Scale, a validated 10-item, 5-point rating instrument. Descriptive statistics (frequency, percentage) and the chi-square test were used for data analysis. Results: Of the 50 participants, 34% experienced moderately high anxiety, 28% slight anxiety, 26% high anxiety, 10% no anxiety, and 2% extreme anxiety. No statistically significant association was found between examination anxiety and demographic variables such as age, gender, medium of instruction, prior academic marks, or note-preparation habits (p>0.05), except for parental/teacher support, which showed a significant association (χ²=50.00, p<0.05). Conclusion: A substantial proportion of first-year nursing students experience moderate-to-high examination anxiety. Structured psychosocial support from parents and teachers, alongside institution-led self-study skill-building programmes, may help mitigate examination-related anxiety in this population.
Seethalakshmi S., V. G, J. D. et al.· Genetics and Molecular Resea...· 0 citations
Against the background of SDG4's emphasis on inclusiveness, equity and high-quality education, higher education teaching reform needs to pay attention to students' classroom participation, learning engagement and sustainable learning ability. Based on self-determination theory and student engagement theory, this study uses a questionnaire survey method to survey 310 Chinese college students, and uses descriptive statistics, reliability analysis and multiple linear regression analysis to This study explored the predictive role of teaching methods and course design in college students’ comprehensive self-reported learning performance scores. The results show that the questionnaire has an acceptable internal consistency, and Cronbach's α is 0.732 and 0.760. Regression analysis shows that teaching methods and curriculum design variables can significantly predict the comprehensive score of students' self-reported learning performance, F(5,304) = 149.27, p < 0.001, R² = 0.711. Among them, teaching adaptability is the strongest predictor, β = 0.311, which shows that teachers choose teaching methods flexibly according to the teaching content and the actual situation of students, which is an important mechanism that affects students' overall classroom learning experience. Since the dependent variable is a self-reported comprehensive score, and some questions overlap with the independent variable, the results of this study should be understood as a predictive relatedness, not a direct proof of objective academic performance or causal relatedness. The study also found that there is still room for improvement in classroom equity participation and technology-assisted expression. This article provides practical inspiration for the improvement of college English classrooms, the innovation of higher education teaching and the sustainable development of SDG4-oriented education.
Jiaxin Peng, Yang Yifan, Zeng Ziyi· Journal of Teaching Innovati...· 0 citations
BACKGROUND
Traditional lecture-based teaching in nursing education often leads to limited student engagement, poor knowledge retention, and low self-confidence, particularly in complex fields such as mental health nursing, where students must navigate abstract clinical presentations and develop interpersonal skills that cannot be reduced to algorithmic protocols. Game-based learning (GBL) has emerged as an interactive strategy to enhance motivation, critical thinking, self-directed learning (SDL), and academic self-efficacy. This study aimed to evaluate the effectiveness of GBL integrated into a mental health nursing internship on SDL and academic self-efficacy among undergraduate nursing students.
METHODS
A quasi-experimental, two-group, pretest-posttest design with a one-month follow-up was employed. Forty-six sixth-semester nursing students from Abadan University of Medical Sciences (Iran) were enrolled and allocated to an intervention group (n = 23) or a control group (n = 23) based on the pre-existing scheduling of their clinical internship rotations. After accounting for attrition, the final analytical sample comprised 40 participants (intervention: n = 20; control: n = 20). The intervention group received GBL integrated with standard instruction, while the control group received conventional internship training only. The intervention involved a custom-designed board game with scenario-based challenges delivered over 10 sessions (40 h total). Outcomes were measured using the Self-Directed Learning Readiness Scale (SDLRS) and the College Academic Self-Efficacy Scale (CASES) at pretest, posttest, and one-month follow-up. Data were analyzed using repeated measures ANOVA with Bonferroni-corrected pairwise comparisons for within-group changes, independent t-tests for between-group comparisons, and Cohen's d for effect sizes. A sensitivity analysis for attrition bias was conducted using a pattern-mixture model under best-case, worst-case, and intermediate imputation scenarios.
RESULTS
Groups were homogeneous at baseline (P > 0.05 for all demographic and outcome variables). In the intervention group, repeated measures ANOVA revealed significant main effects of time for both SDL (F(2,38) = 38.74, P < 0.001, partial η²=0.67) and academic self-efficacy (F(2,38) = 42.51, P < 0.001, partial η²=0.69). Post-intervention, the GBL group showed significant improvements in SDL (mean difference: 16.25 ± 8.03, P < 0.001) and academic self-efficacy (mean difference: 12.50 ± 7.14, P < 0.001), with large effect sizes (Cohen's d = 1.25 and 1.56, respectively). These gains were maintained at the one-month follow-up, with no significant decline from posttest to follow-up (SDL: P = 0.784; self-efficacy: P = 0.821). The control group exhibited no significant changes across any time points (P > 0.05). Between-group differences were significant at posttest (SDL: P = 0.037, d = 0.68; self-efficacy: P = 0.029, d = 0.72) and at follow-up (SDL: P = 0.043, d = 0.66; self-efficacy: P = 0.034, d = 0.70). Sensitivity analyses confirmed that the findings were robust to plausible patterns of missing data due to attrition, with the treatment effect remaining significant even under worst-case imputation scenarios.
CONCLUSION
GBL integrated into a mental health nursing internship significantly enhanced SDL and academic self-efficacy, with effects sustained at one-month follow-up. These findings support the integration of game-based strategies into nursing curricula as a student-centered approach to bridge theory-practice gaps and foster durable self-regulatory capacities. Further research with larger samples, multi-site designs, and extended follow-up periods of six to twelve months is recommended to confirm the generalizability and long-term durability of these effects.
Alireza Rafi, Maryam Heidari, Seyed Mohammad Salehi Behbahani et al.· BMC Medical Education· 0 citations
Purpose: The objective of this study was to examine and compare the effectiveness of self-regulated learning and collaborative learning approaches in teaching a university-level curriculum planning course on students’ academic achievement. Methods and Materials: This study employed a quasi-experimental pretest–posttest design with experimental and control groups. The statistical population consisted of undergraduate students enrolled in the curriculum planning course in educational sciences programs at Islamic Azad University. A total of 97 students were selected and assigned to three groups: self-regulated learning, collaborative learning, and a control group receiving traditional instruction. The intervention was implemented over one academic semester. Data were collected using a researcher-developed academic achievement test administered at the pretest and posttest stages. Content validity was confirmed by expert review, and reliability was established using Cronbach’s alpha. Data analysis was conducted using SPSS 27 and included descriptive statistics, multivariate analysis of variance (MANOVA), and multivariate analysis of covariance (MANCOVA) to control for gender effects. Findings: MANOVA results indicated a statistically significant multivariate effect of learning approach on academic achievement (Pillai’s Trace, p < .001), with a large effect size. Univariate analyses showed significant differences among the three groups at the posttest stage, F(2, 91) = 110.14, p < .001, partial η² = 0.635. Bonferroni post hoc comparisons revealed that both the self-regulated learning and collaborative learning groups performed significantly better than the control group (p < .001), while the difference between the two experimental groups was small but statistically significant in favor of self-regulated learning (p < .05). MANCOVA results demonstrated that these effects remained significant after controlling for gender. Conclusion: The findings indicate that both self-regulated learning and collaborative learning are highly effective instructional approaches for enhancing academic achievement in curriculum-related university courses, with self-regulated learning showing a marginal advantage, thereby supporting the adoption of active, learner-centered pedagogies in higher education.
Shahla Bahrami, Mahbubeh Khosravi· The International Journal of...· 0 citations
