Utilization of Instructional Resources as Perceived by Student Midwives in School of Midwifery, Asaba, Nigeria

Teaching and learning in midwifery school is incomplete, ineffective and unethical without the utilization of instructional resources, yet many teachers do not utilize any in the teaching of student midwives. Therefore, the purpose of the study was to assess the utilization of instructional resources in facilitating effective teaching and learning as perceived by student midwives in order to provide useful information for necessary intervention. The study was a descriptive survey. Proportionate stratified random sampling was used and 100 out of 136 student midwives participated in the study. A self-developed and well validated questionnaire served as an instrument for data collection. Data was analyzed using SPSS version 20. Descriptive statistics was used for data analysis. Data collected by on the spot administration of questionnaire were analyzed using mean and standard deviation for answering research questions. Findings showed that tutors utilized instructional resources to a low extent in the teaching of student midwives. Findings also showed that student midwives perceived that utilization of instructional resources promoted their concentration and aided their retention of knowledge to a high extent. It was concluded that tutors utilized instructional resources to a low extent in the teaching of student midwives, even though it aided concentration and retention of knowledge to a high extent. Therefore, it suggested that policy makers should design policies that require accreditation and supervision teams to pay more frequent visits to monitor activities of tutors in their utilization of instructional resources. The curriculum for training student midwives should be reviewed to include specific instructional resources required to teach every lesson.