Effectiveness of Peer-Assisted Learning on Academic Achievement of Applied Anatomy among Slow Learners in I Semester BSc Nursing Students at PRS College of Nursing

Background: Applied Anatomy is a foundational subject in nursing education, and slow learners often face difficulty understanding complex concepts. Peer-assisted learning (PAL) is an active learning strategy that may improve academic performance. Objectives: To assess baseline knowledge, implement PAL sessions, evaluate effectiveness, and determine associations with demographic variables. Methods: A quantitative pre-experimental one-group pre-test post-test design was adopted among 40 slow learners selected through purposive sampling. Results: The mean pre-test score was 16.29±5.25 and the mean post-test score was 24.84±5.61. The paired t-test value was 11.66 (p<0.001), indicating a statistically significant improvement. Conclusion: Peer-assisted learning significantly improved knowledge and academic achievement among slow learners in Applied Anatomy.