Factors Influencing Academic Performance in Introductory Examinations at Plateau State College of Nursing Sciences, Jos Campus.

Abstract:

The academic performance of nursing students in introductory tests is a significant component in determining their progress in both the educational and professional arenas. However, chronic underperformance in these exams has created major concerns at the Plateau State College of Nursing Sciences, Jos Campus. This research studied various variables that impact academic success, which include familial, learner-centric, and instructional aspects. The family characteristics evaluated were socioeconomic position, parental educational attainment, and familial support networks. Learner-centered qualities such as motivation, study habits, and self-efficacy were analyzed. While instructional components such as teacher effectiveness, curriculum appropriateness, and pedagogical techniques. The research adopted a descriptive survey method. Data were obtained from 177 nursing students of Plateau State College of Nursing Sciences and examined using the statistical technique of mean scores. The findings demonstrated that language limitations severely impede communication, self-confidence, and engagement in educational contexts (mean score = 3.3). A lack of fundamental comprehension of nursing theories and sciences was also connected with low performance (mean score = 3.2). Furthermore, poor study habits, inadequate desire, and psychological obstacles such as fear and concern surfaced as important impediments. Environmental aspects such as peer influence, social interactions, and instructor feedback affected students' academic experiences. Financial restrictions and demanding academic standards worsened these issues. The research concluded that these multidimensional issues harm academic growth and require a thorough correction technique. Recommendations include the deployment of language upgrading activities, such as English for Nursing Purposes (ENP), to eliminate communication hurdles, as well as the introduction of bridging programs to enhance important information. Workshops on effective study tactics, time management, and resilience training were given to address unproductive study habits and emotional concerns. The introduction of financial assistance programs and the strengthening of teacher feedback systems were also highlighted. This study underlines the necessity for an economic holistic framework in nursing education, which incorporates cognitive, emotional, and economical support systems to increase student accomplishment.