Submit your papersSubmit Now
For Enquiries: [email protected]
IIARD LogoIIARD

Student Learning Outcomes Through Integrated Pedagogical, Psychological and Health Education Approaches in Nigerian Universities

Dr. Boniface Sunday Akpan, Dr. Obuah Paul Okechukwu, Dr. Ogechukwu Ngozi Hyacinth

Abstract

This study examined the influence of pedagogical approaches, psychological support services and health education on student learning outcomes in Nigerian universities in the South-South geopolitical zone of Nigeria. Three research questions were formulated for the study. Descriptive survey research design was adopted. The population comprised university lecturers, counsellors and health education personnel. Stratified random sampling technique was used to select respondents. Data were collected using a structured. The instrument was validated by three experts while reliability testing using Cronbach’s Alpha yielded a coefficient of 0.81. Data were analyzed using mean and standard deviation. Findings revealed that pedagogical approaches such as student-centred learning, ICT-based instruction and effective teaching strategies influence student learning outcomes, while large class size and poor teaching methods reduce academic performance. Results also showed that psychological support services affect students’ academic performance through stress, anxiety, burnout and counselling access. Findings further indicated that health education and student wellbeing influence learning outcomes through factors such as substance use, sleep patterns, nutrition and access to healthcare services. The study concluded that teaching practices, psychological wellbeing and health conditions jointly shape student learning outcomes. The researchers recommended the adoption of learner-centred teaching methods, strengthening counselling services and expansion of health education and student wellbeing programmes in Nigerian universities.

Keywords

Studentslearning outcomespedagogical approachespsychological support serviceshealth educationNigerian universities.

References

Abdullahi, N. J. K. (2025). Teaching approaches and bridging the classroom-reality gap in higher education. Asian Journal of Assessment in Teaching and Learning, 15(1), 78-92. https://doi.org/10.37134/ajatel.vol15.1.8.2025 Akinade, E. A. (2018). Fundamentals of guidance and counselling (pp. 1-250). Yaba Press. Akinpelu, A. O., Oyewole, O. O., Odunaiya, N., Odole, A. C. & Olley, J. P. (2024). Clinical students' perception of educational environment in a Nigerian university: A mixed method study. BMC Medical Education, 24(1), 725. https://doi.org/10.1186/s12909-024-05734-2. Alizadeh, M. (2024). Exploring engagement and perceived learning outcomes in an immersive flipped learning context. arXiv. https://arxiv.org/abs/2409.12674 Atilola, O., Ayinde, O., Obialo, F.-K., Adeyemo, S. O., Adegbaju, D. & Anthony, R. (2022). Towards school-based mental health programs in Nigeria: The immediate impact of a depression-literacy program among school-going adolescents and their teachers. Child and Adolescent Psychiatry and Mental Health, 16, 70. https://doi.org/10.1186/s13034-022- 00503-9. Babalola, T. M., Adewunmi, O. E. & Okunola, A. G. (2023). Self-regulation as a predictor of psychological well-being of undergraduates in Southwestern Nigeria. International Journal of Social Sciences: Current and Future Research Trends, 20(1), 190-200. Biggs, J. & Tang, C. (2011). Teaching for quality learning at university (4th ed.). Open University Press. Biggs, J. & Tang, C. (2011). Teaching for quality learning at university (4th ed., pp. 1-389). Open University Press. Darling-Hammond, L. (2017). Teacher education and student learning outcomes. Journal of Teacher Education, 68(3), 1-15. Eggen, P. & Kauchak, D. (2016). Educational psychology: Windows on classrooms (10th ed., pp. 1-480). Pearson. Eze, T. I. & Obeta, A. N. (2022). Academic performance and teaching methods in Nigerian universities. Nigerian Journal of Educational Research, 19(2), 45-60. Fehintola, V. A., Arewa, O. & Samaila, H. (2025). Psychological interventions to improve academic motivation among first-year undergraduates in Nigeria. Academic Journal of Psychology and Counseling, 7(1), 41-72. https://doi.org/10.22515/ajpc.v7i1.12697. Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement (pp. 1-382). Routledge. Idowu, A. I. (2020). Counselling services and student adjustment in universities. Journal of Counselling Psychology, 8(2), 77-92. Kuh, G. D. (2009). What student engagement data tell us. About Campus, 14(1), 2-10. Nutbeam, D. (2000). Health literacy as a public health goal. Health Promotion International, 15(3), 259-267. OECD. (2019). Student wellbeing: Key findings from PISA (pp. 1-120). OECD Publishing. Oguine, O. C., et al. (2022). Big data and analytics implementation in tertiary institutions to predict students’ performance in Nigeria. arXiv. https://arxiv.org/abs/2207.14677 Okojie, M. U., Bastas, M. & Miralay, F. (2022). Using curriculum mapping as a tool to match student learning outcomes and social studies curricula. Frontiers in Psychology, 13, Article 850264. https://doi.org/10.3389/fpsyg.2022.850264 Okoye, R. & Eze, C. (2021). Quality assurance in Nigerian universities. African Journal of Higher Education, 12(1), 33-50. Owan, V. J. & Ukam, C. U. (2023). Beyond school grades: Measuring student learning outcomes. Journal of Pedagogical Sociology and Psychology, 5(3), 1-18. Salami, S. O. (2011). Psychological factors affecting academic achievement in Nigeria. Journal of Psychology in Africa, 21(3), 399-405. Santrock, J. W. (2021). Educational psychology (pp. 1-720). McGraw-Hill Education. Slavin, R. E. (2018). Educational psychology: Theory and practice (12th ed., pp. 1-512). Pearson Education. Ugwueze, F. C., Agbaje, S., Umoke, P. C. I. & Ozoemena, E. L. (2021). Relationship between physical activity levels and psychological well-being among male university students in South East, Nigeria: A cross-sectional study. American Journal of Men's Health, 15(2), 1- 12. https://doi.org/10.1177/15579883211008337 United Nations Educational, Scientific and Cultural Organization (UNESCO, 2017). Education for health and wellbeing in schools (pp. 1-98). UNESCO Publishing. Urizar, G. G. & Miller, K. (2022). Implementation of interdisciplinary health technologies as active learning strategies in the classroom. Journal of Health Psychology Education, 21(2), 145-160. https://doi.org/10.1177/14757257221090643 Woolfolk, A. (2019). Educational psychology (14th ed., pp. 1-688). Pearson Education. World Health Organization (WHO, 2020). Global standards for health promoting schools (pp. 1- 112). WHO Press.

More Articles from WORLD JOURNAL OF INNOVATION AND MODERN TECHNOLOGY