Authors : Tsiamu Juliana; Gommaa, I. M. Hayat; Akorede, N. Seun; Balarabe Fatima; Umar, B. Addakano; Abdullahi Salihu Aisha; Aliyu Mohammed

Volume/Issue : Volume 11 - 2026, Issue 5 - May

Google Scholar : https://tinyurl.com/mvr985xm

Scribd : https://tinyurl.com/mwwp98b6

DOI : https://doi.org/10.38124/ijisrt/26May827

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : Background: Modified lecture and self-instructional module have the potential to equip students with the necessary skills to succeed in a fast-paced world especially in academic performance and satisfaction. The absence of definitive evidence regarding which method more effectively enhances nursing students’ academic performance and satisfaction poses a challenge in nursing education. This study, therefore, seeks to address the gap by comparing modified lecture versus the self-instructional module on nursing students’ academic performance and satisfaction at Colleges of Nursing Science, Abuja.  Research Method: The research paradigm chosen for this study was positivism which emphasized the use of empirical data, measurement and statistical analysis to establish comparison between independent and dependent variables. The study employed a non-equivalent quasi-experimental design using purposive sampling technique and 210 respondents were selected within the settings of the study encompassing all second-year basic nursing students. The data were presented in tables and analyzed using frequency, percentages, mean scores and independent sample t test, tested at 0.05 alpha level of significance.  Results: The findings of this study revealed that both modified lecture (ML=24.99/31±3.89 and self-instructional module (SIM=24.81/31±3.81) groups had a positive effect on students’ academic performance. Also, the findings revealed that the respondents were more satisfied with modified lecture (ML=3.39/4± 0.58) as a teaching method compared to selfinstructional module group (SIM=2.96/4± 0.71). Statistically, the finding revealed that there was no significant effect (p =0.758) of modified lecture and self-instructional module on students’ academic performance. Statistically, there was a strong and significant (p <0.001) difference in students’ satisfaction between those taught using modified lecture and selfinstructional module  Conclusion: The study concluded that modified lecture and self-instructional module methods are comparable in academic performance. However, modified lecture influences students’ satisfaction better than self-instructional module. It is recommended that educational regulatory bodies should develop policies to promote innovative and evidence-based teaching methods like modified lecture and self-instructional module to enhance learning outcomes, as both methods yielded comparable academic results. Educators should continue using modified lecture in colleges of nursing and incorporate innovative teaching strategies, as students reported higher satisfaction with this method based on the finding in this study.

Keywords : Modified Lecture, Self-instructional Module, Academic Performance, Satisfaction, Nursing Students.

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