Preferred mode of instructions and academic performance of level 3 nursing students at a private university in Iloilo City

Abstract

The rapid advancements in educational technology and the recent global shift towards online learning due to the COVID-19 pandemic. It is essential to understand the student preferences for designing effective educational strategies that enhance learning outcomes and student satisfaction. This study investigated the preferred mode of instruction among Level 3 nursing students at a selected university in Iloilo City, focusing on the effectiveness of learning during face-to-face, and online learning that affected the performance of students in terms of gaining knowledge and demonstrating skills in the nursing profession. The researchers collected the data through stratified random sampling technique to identify the respondents, and prepared an online questionnaire to perform the study and gather the results. The questionnaire identified factors such as age, sex, and residence, that could possibly influence the way students choose their preferred mode of instructions. Content validity was used to determine if the questions provided represented the aims to measure in the study. Cronbach's alpha of 70% or higher was used to assess the reliability. Moreover, the gathered data were organized, tabulated and encoded for computer processing. Majority of the respondents preferred face-to-face mode of instruction representing 96.6% while the online mode of instruction got 3.4%. Majority of the respondents got a performance grade of 1.25 to 1.5 representing the 54.6%. The respondents who got 1.75 performance grade representing 30.5% and the respondents who got 2.0 to 2.25 performance grade representing 14.9%. This distribution indicates that a significant portion of respondents got a 1.25 to 1.5 performance grade. There is no significant influence between sex, and residency of the respondents to their preferred mode of instruction. The preferred method of instruction was not significantly influenced by either sex or residence. The results showed that for these students, face-to-face greatly improves learning outcomes.