LEARNING ENVIRONMENT AND ACADEMIC PERFORMANCE OF BASIC MIDWIFERY STUDENTS COLLEGE OF NURSING SCIENC

CHAPTER ONE INTRODUCTION 1.1 Background to the Study Worldwide, the academic performance of students is a fundamental determinant in shaping highly skilled graduates who contribute to national development by serving as future leaders and valuable human resources for economic and social advancement . As opined by Artino (2022) when students struggle academically, it can pose significant challenges to the education system, as poor performance often leads to reduced motivation, diminished self-confidence, and disengagement from learning activities. Research by Bayes, Fenwick, & Jennings, (2018) shown that academic success is closely linked to students' self-esteem, motivation, and persistence in higher education, influencing their overall ability to excel in their chosen careers . In midwifery education, academic performance is particularly critical as it directly impacts the competency of future midwives responsible for ensuring safe maternal and neonatal care. Nove, Friberg, de Bernis et’al (2021) argues that unlike many other disciplines, midwifery requires a balanced integration of theoretical knowledge, clinical proficiency, and professional ethics. Thus, students in midwifery programs must not only achieve high academic standards but also demonstrate clinical excellence and professional competence to meet the rigorous demands of their profession. In a strong assertion, Vermeulen, Beeckman, Turcksin, et’al, (2018) pointed that distinctive feature of midwifery education is the emphasis on clinical training, where students engage in hands-on practice through clinical placements. These placements form a substantial part of the curriculum, allowing students to develop practical skills under the direct supervision of experienced Registered Midwives or clinical preceptors. This mentorship-based training as Amsrud, Lyberg, & Severinsson (2019) state, facilitates the transfer of essential knowledge, technical skills, and professional behaviors, ensuring that students attain the required level of competence before becoming licensed practitioners. Through this process, midwifery students are gradually socialized into the professional culture, gaining confidence in their abilities while adapting to the realities of healthcare settings. Undoubtedly, the effectiveness of clinical placements, however, is highly dependent on the quality of the learning environment. Barimani, Zwedberg, & Ulfsdottir, (2022) averred that a well-structured learning environment provides students with access to essential resources, including modern medical equipment, simulation labs, updated curriculum materials, and supportive faculty. Additionally, exposure to diverse clinical cases enhances critical thinking, problem-solving skills, and decision-making abilities, which are essential for midwifery practice. Beyond institutional support, academic performance in midwifery education is influenced by a range of social and environmental influences, such as peer interactions, family support, financial stability, and mental well-being, contribute to students' ability to perform academically. A positive learning atmosphere that promotes student engagement, peer collaboration, and emotional well-being contributes to better academic outcomes (Aune, Dahlberg, & Ingebrigtsen, (2021). Conversely, inadequacies in the learning environment—such as insufficient clinical placements, outdated teaching methods, or a lack of mentorship—can hinder students' academic success and limit their preparedness for professional practice. Bäck, & Karlström (2020) stated that poor academic performance in midwifery training can result in skill deficiencies, which may lead to compromised healthcare delivery and negative maternal and infant health outcomes. Bass, Sidebotham, Creedy, & Sweet (2020) mentioned that stressful learning environments, characterized by excessive academic pressure, lack of peer support, and inadequate counseling services, can lead to anxiety and decreased academic performance among midwifery students. Given the essential role of midwifery education in improving maternal and neonatal health outcomes, it is imperative to ensure that students have access to an optimal learning environment that fosters both academic excellence and professional competency. 1.2 Statement of Problem In recent times, The World Health Organization (WHO) reports that midwives globally experience high levels of stress, burnout, and staff shortages (UNFPA, 2021; WHO, 2021). Similar concerns have been echoed in national reports, such as in Australia, where workforce challenges affect the quality of midwifery practice (Aune, Dahlberg, & Ingebrigtsen, 2021). In Nigeria, these challenges are further exacerbated by curriculum overload, which attempts to balance biomedical maternal care training with the broader goal of preparing midwives to be proactive agents of social change in maternal health. In Nigeria midwifery education faces significant obstacles in delivering an optimal learning experience that fosters both theoretical understanding and practical competence. Significantly, learning is an individualized process, and students vary in how they absorb and apply knowledge, thus Umar, Lawal & Akinyemi (2022) in their study revealed that quality of the learning environment, the teaching approaches used by instructors, and students' personal motivation, can either hinder or enhance their educational experience. A study by Persson, Kvist, & Ekelin, (2018) found that the learning environment, instructor behavior, and individual student characteristics significantly influence the academic success of nursing students. Bizarrely, in many midwifery training institutions, inadequate infrastructure, limited access to modern learning resources, and insufficient clinical exposure negatively impact students' ability to gain confidence and competence in their profession. Arundell, Mannix, Sheehan, & Peters (2018) mentioned that the role of midwifery educators extends beyond conventional teaching methods to right application of instructional resources for effective learning. Physical infrastructure, social support and instructional resources are instrumental in helping students bridge the gap between theoretical knowledge and clinical application. However, when instructors are overburdened with administrative duties, lack adequate training, or face infrastructural challenges, their ability to provide quality mentorship and supervision is significantly impaired. Capper, Muurlink & Williamson (2021) pointed that without a conducive learning environment that supports theoretical instruction, clinical practice, and mentorship, students may graduate with inadequate preparedness for professional responsibilities. These shortcomings not only affect individual student performance but also have far-reaching implications for maternal and child healthcare outcomes in Nigeria. Contextually, the College of Nursing Sciences, Asaba, offers a curriculum designed to equip midwifery students with the necessary knowledge and skills to become competent professionals. However, the extent to which the learning environment at this institution influences students’ academic performance remains under-explored. This study seeks to fill this gap by investigating the factors within the learning environment that impact the academic success of midwifery students at the college. 1.3 Objectives of the study The main objective of this study is focused on impact of learning environment on academic performance of basic midwifery student in College Of Nursing Sciences Asaba. Specifically, the study seeks: i. to assess the impact of physical infrastructure on student academic performance ii. to examine the role of psychosocial factors in shaping student learning experiences iii. to evaluate the availability and utilization of instructional material in college of nursing sciences Asaba. 1.4 Research Questions i. What is the impact of physical infrastructure on student academic performance? ii. What is the role of psychosocial factors in shaping student learning experiences? iii. What is the level of availability and utilization of instructional material in college of nursing sciences Asaba? 1.5 Research Hypotheses ho: There is no significant impact of learning environment on academic performance of basic midwifery student in college of nursing sciences Asaba. hi: There is a significant impact of learning environment on academic performance of basic midwifery student in college of nursing sciences Asaba. 1.5 Significance of the Study Practically, this study provides valuable insights into how the learning environment influences the academic performance of midwifery students. By identifying key factors that enhance or hinder student learning, the findings can guide educators, policymakers, and administrators in improving midwifery education. Specifically, midwifery institutions can utilize the results to develop better instructional strategies, enhance clinical supervision, and create a more conducive learning environment. Additionally, the study’s findings can contribute to workforce development by ensuring that midwifery graduates possess the necessary competence, confidence, and preparedness to provide high-quality maternal and neonatal healthcare services. From a theoretical perspective, this study contributes to the growing body of knowledge on nursing and midwifery education, particularly in the Nigerian context. It offers a framework for understanding the relationship between educational environments and student academic success. The study also builds upon existing educational theories, such as Tinto’s (2017) model of student retention, which highlights the role of institutional support in academic achievement. By integrating concepts from educational psychology, nursing education, and health sciences, this research expands the theoretical discourse on how learning environments shape professional competence in midwifery students. 1.7 Scope of the Study The content scope of this study focuses on examining how various aspects of the learning environment—such as classroom instruction, clinical placements, mentorship, and available resources—affect the academic performance of midwifery students. The study explores both theoretical and practical dimensions of midwifery education, emphasizing factors that enhance or hinder students' ability to integrate knowledge and skills. Geographically, the study is limited to the College of Nursing Sciences, Asaba, Nigeria. 1.8 Limitations of the Study Like every academic endeabvour, one limitation of this study is its restricted geographical scope, as it focuses solely on the College of Nursing Sciences, Asaba. While the findings may highlight crucial issues affecting midwifery education in Nigeria, variations in institutional policies, available resources, and teaching methodologies across different regions may limit the generalizability of the study. A more comprehensive study involving multiple institutions across the country would provide a broader perspective on the impact of learning environments on midwifery education. Another limitation is the potential for bias in self-reported data. Since part of the study relies on student and instructor feedback through surveys and interviews, there is a possibility of subjective responses influenced by personal experiences or institutional loyalty. Additionally, external factors such as government policies, economic conditions, and healthcare system challenges may indirectly affect midwifery education but fall outside the direct scope of this research. Despite these limitations, the study remains valuable in shedding light on crucial issues in midwifery education and informing future research and policy improvements. 1.9 Definition of Key Terms Midwifery Education: This refers to the formal training and academic programs designed to prepare individuals for professional midwifery practice. It encompasses theoretical instruction, clinical training, and competency-based assessments aimed at equipping students with the knowledge, skills, and ethical standards required for maternal and neonatal healthcare Learning Environment: The learning environment includes all the physical, psychological, and social conditions that influence students' ability to acquire and apply knowledge. It comprises classroom settings, clinical placements, mentorship opportunities, access to educational resources, and institutional support systems that contribute to effective learning. Academic Performance: Academic performance refers to the level of achievement students attain in their studies, often measured through grades, examinations, practical assessments, and overall competency in their field. In midwifery education, academic performance includes both theoretical knowledge and the ability to apply learned skills in real-life maternal and neonatal healthcare settings