Perception of lecturers and undergraduate medical (MBChB) and Nursing (BScN) students regarding the adequacy of teaching and learning resources in two Kenyan public Universities

Abstract

Background: For effective learning to take place in any academic institution, there must be adequate resources to facilitate learning. High enrolment in public universities has led to reduced learning space and sharing of few teaching and learning resources by lecturers and students respectively. This has led to crowding in classrooms, laboratories, libraries and clinical placement sites. Recruitment of lecturers has not matched the increased number of students as would be expected. Financial resources in Public Universities are also limited. The quality of teaching has therefore been compromised and students have developed resentment. Objectives: The broad objective of this study was to assess the perceptions of the adequacy of teaching and learning resources by MBChB and BScN lecturers and students in two public universities. Specific objectives were to: assess the lecturers’ perceptions of adequacy of teaching resources, assess students’ perceptions of adequacy of learning resources, identify the challenges encountered by lecturers in acquiring and utilizing teaching resources and compare the perceptions of the adequacy of teaching and learning resources by lecturers and students between the two Schools in the two universities. Methods: A mixed methods study design was used, incorporating both quantitative and qualitative research. Quantitative data was collected from university lecturers of MBChB and BScN programmes in Moi University (university A) and the University of Nairobi (university B) using self-administered structured questionnaires. The study population included 100 lecturers (50 from each university). Convenience sampling was used to select lecturers for this study. Qualitative data was obtained from purposively selected 38 students’ representatives in the MBChB and BScN programmes (2 representatives per academic year) using an interview guide. There were four Focus Group Discussion (FGD) groups with 8 to 10 students per FGD. Quantitative data was coded and entered into Microsoft Excel Spreadsheets and analyzed using SPSS version 22 for frequencies, means and percentages and then presented using prose, tables, pie charts and graphs. Qualitative data from FGDs was transcribed, contextual narratives written and then summarized into five themes. Results: Lecturers in University A perceived that they had an ill-equipped library (67%) and ill-equipped skills laboratories (89%). Lecturers in university B perceived that there were inadequate teaching resources including overcrowding of students in lecture rooms (81.6%). In university B, 52.4% of lecturers perceived skills laboratories to be ill equipped. Lecturers in university A perceived that the procurement process was long and tedious (24%) compared to university B SOM (43%). Pearson’s Chi-Square was done to test the hypothesis. The result showed a p value of 0.88 compared to a significant p value of 0.05. This higher probability showed that the null hypothesis couldn’t be rejected. FGD results: More students from university A perceived that the library had old textbooks and few students’ computers, and there were few equipment in the skills laboratories. 80% of the students in university B reported crowding in classrooms and clinical sites, and needed more computers in the library. Medical students in B stated that they did not have a skills laboratory of their own but shared the one in the School of Nursing. A comparison between the two universities indicated that University A had better equipped skills laboratories while B had a better-stocked library. Conclusion: Lecturers in both universities perceived that they had inadequate teaching resources, which included classroom space and poorly equipped skills laboratories. Students in both universities perceived that they had congestion in classrooms (university B), poorly equipped skills laboratories, inadequate number of computers and old textbooks (university A). Recommendations: In both universities, more teaching resources should be available. Learning resources for students need to be improved especially classroom space, computers, skills laboratory (university B) and new text books for the library in university A. Student intakes in university B should match the available teaching resources. A skills laboratory should be established for medical students in university B and more equipment availed for skills laboratories in both universities A and B.