Students’ perception of the impact of class numeric strength on the quality of radiography education and training in some Nigerian universities
DOI:
https://doi.org/10.54450/saradio.2024.62.1.799Keywords:
students, perception, class size, radiography educationAbstract
Background. In recent times there has been an increased rate of admission into radiography courses in Nigerian universities, attributable to increased awareness for the course and brighter prospects of job opportunities both in Nigeria and abroad. This has put a strain on the learning environment for students.
Objective. To determine students’ perception of the impact of class population on radiography education and training in Nigeria.
Methodology. A survey research design was adopted; an online semi-structured, self-administered questionnaire was developed and used by the researchers. Pilot test was conducted, and the questionnaire had a Cronbach’s alpha of 0.8 in the reliability test. The questionnaire was administered to radiography students from 300 to 500 levels for a period of one month (June 2023). The data were analysed using SPSS version 20 IBM.
Results. A total of 326 responses were recorded from nine universities, with 48.2% (n=157), 20.9% (n=68), and 31% (n=101) from 300-level, 400-level and 500-level, respectively. The average number of students per class for universities with 100 - 500 levels was 131.6 range (107.7-323.7). The majority of the respondents (42%, n=137) perceived that larger class size influences understanding of lectures (P=0.004); 27.3% (n=87) and 42.4% (n=137) perceived that the number of students in class was the reason they did not have access to the equipment in the skills laboratory (P=0.001), and during clinical posting (P=0.001), respectively.
Conclusion. Large number students in class affects the students both in the theoretical and practical aspect of their training, adhering to RRBN recommendation might improve the learning outcome.
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