Exploring academic performance of undergraduate students offering Pharmacology course in a Nigerian university: A cross-sectional observational study
DOI:
https://doi.org/10.46542/pe.2026.261.171182Keywords:
Academic performance, Challenge, Coping strategy, PharmacologyAbstract
Background: Pharmacology students often struggle with academic performance due to the subject’s complexity, reliance on rote memorisation, and limited practical exposure. The study’s objective is to evaluate factors influencing student performance, identify challenges, propose improvement strategies, and compare outcomes in Pharmacology versus Pharmaceutical Microbiology.
Methods: A cross-sectional study was conducted among students of Pharmacology and Pharmaceutical Microbiology at Madonna University, Nigeria (July–December 2024). Stratified random sampling ensured proportional representation by year and department. Data were collected via questionnaires, focus groups, and interviews. Quantitative data were analysed with SPSS 23, while qualitative data underwent thematic analysis. Findings were triangulated to enhance validity.
Results: Pharmacology was consistently perceived as abstract, bulky, and poorly taught, with most students reporting unsatisfactory performance. Pharmaceutical Microbiology was clearer and more engaging, though practical skills remained weak. Regression analysis confirmed course enrollment as a significant predictor of exam performance, while socioeconomic factors were not.
Conclusion: Student outcomes are shaped by curriculum design and instructional quality. Pharmacology is hindered by content overload and lack of application, whereas Pharmaceutical Microbiology benefits from clarity but requires stronger laboratory training.
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