Ayodapo Oluwadare Jegede
2 Publications in AERD
Author Publications
Export PDFExploring student perceptions: Factors influencing academic performance in a school of pharmacy in Nigeria
By Ayodapo Oluwadare Jegede
Background: The failure and success rate of students in pharmacy school has been shown to be dependent on some courses that predict academic performance. The study identified factors that could impact failure and academic performances of pharmacy students at Obafemi Awolowo University. Methods: The study was a cross-sectional study of 219 undergraduate pharmacy students from third, fourth and fifth years of a school of pharmacy in Nigeria. A pre-tested questionnaire gathered data on demographics, course perceptions and academic factors. Descriptive and inferential statistics such as percentages, weighted averages, and Chi squared tests were used to analyse the data obtained at p < 0.05. Results: Financial constraints, family challenges, and a lack of peer interaction were significantly associated with repeating a year. Specific courses perceived as difficult included Pharmaceutical organic chemistry (PHC 202), Practical pharmaceutics I (PHA 201) and Medicinal chemistry II (PHC 402). Courses perceived as difficult, particularly in the fourth year, were notably linked to academic stress. Conclusion: The study identified specific factors and courses that affect pharmacy students' performance in the Nigerian context. Policy makers and faculty can take vital feedback to adjust the training content, methods and assessment system to possibly deliver a holistic education to pharmacy students.
Mentorship in Pharmacy Schools: Students' Perspective
By Ayodapo Oluwadare Jegede
Introduction: Mentorship is seen as key to enhanced self-efficacy, and overall improvement in students' academic performance. However, information on how this affects academic performance in pharmacy schools in Nigeria is scarce. The study identified existing forms of mentorship, appraised the perceived contributions of mentorship to pharmacy students' academic performance, and assessed the benefits obtained by pharmacy students from student-mentor interactions in pharmacy schools in Southwest Nigeria. Materials and Methods: The study was a cross-sectional survey of pharmacy students (330) in four accredited pharmacy involved the use of a pre-tested and validated questionnaire. The data collected was analyzed using appropriate descriptive and inferential statistics at p < 0.05. Results: The results showed that peer mentorship (informal mentorship) (29%) was prevalent even though there was existing formal mentorship in the faculties. The students indicated that lecturers served as professional models (Weighted Average (WA) = 3.91), contributed to the advancement to the next class (WA= 4.15), and impacted their academic performance (WA= 4.16). Mentorship impacted the study habits of UI students the most (Mean Rank= 196.90), attitude to work for OAU students (Mean Rank= 199.86), and students aged 26 and above were more positively inclined to their lecturers serving more as professional role models than those who were younger. Conclusion: The study concluded that informal peer mentorship is predominant in pharmacy schools even with the existing formal staff advisory system. Mentorship is significant in role modeling and promoting academic achievement. Mentorship also impacts improved self-confidence, improved study habits, and improved attitude to academic work, resulting in better academic performance.
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