The aim of this chapter is to develop and test a seven-variable model for explaining student midwives’ achievement in Anatomy and Physiology in terms of student performance indicators such as entry qualifications, academic self-concept, and academic support seeking, as well as school performance indicators such as teacher quality, school type, and teacher-student ratio. Women with pregnancy complications whose treatment is handled directly by an obstetrician receive a high proportion of intrapartum care from midwives.
The research was conducted using a survey method.
Between January 2009 and January 2010, I studied at schools of midwifery in Nigeria’s Lagos region.
The following is the methodology: In Nigeria, there were 559 student midwives and 73 midwife educators in the population. Teacher Quality Questionnaire (r = 0.8), Student Midwives’ Academic Self-Concept Questionnaire (r = 0.84), Teachers Perception of Student Midwives’ Academic Support-Seeking Questionnaire (r = 0.74), and Achievement Test in Anatomy and Physiology (r = 0.79) were the four sets of instruments used. Multiple regression and path-analysis were used to analyse the data.
Only three (3) variables, namely School Type, Teacher Quality, and Academic Self Concept, had direct causal impact and were important in deciding student midwives’ achievement in Anatomy and Physiology, according to the findings (x7).
Conclusion: Based on the results, recommendations were made.
Author (s) Details
E. Adenike Emeke
Institute of Education, University of Ibadan, Ibadan, Nigeria
Ganiyat O. Adeniran
Institute of Education, University of Ibadan, Ibadan, Nigeria.
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