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ORIGINAL ARTICLE
Year : 2022  |  Volume : 23  |  Issue : 1  |  Page : 44-48

Analysis of academic performance, study behaviour and factors influencing study behaviour among nursing students


1 Professor, Shri G H Patel College of Nursing, Bhaikaka University, India
2 Psychologist, Pramukhswami Medical College, Bhaikaka University, India

Correspondence Address:
Prof. Shany Thomas
H M Patel Centre for Medical Care and Education, Gokal Nagar, Karamsad, Anand - 388 325, Gujarat
India
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/ijcn.ijcn_24_21

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Every student is distinctive and uniquely learns things. There are numerous factors, which may encourage or hamper the students' learning style and intellectual performance. These factors must be addressed with due significance to ease learning. The study is designed to look at the academic performance, study behaviour and factors influencing study behaviour among nursing students. A cross-sectional survey was carried out among 223 basic BSc nursing students. Instruments used for data collection were demographic pro forma, checklist on factors influencing study behaviour, study behaviour inventory by Bliss and University result sheet. Academic performance revealed that 52.9% of students scored between 70% and 79.9% regarded as first class. Majority (70.9%) of the participants demonstrated a moderate level of study behaviour (mean-107.3, standard deviation-13.3). Learning environment, personal factors, interest, attention, learning behaviour, language, home-related factors and time management were the extracted components influencing study behaviour. Among the factors, 'absenteeism', 'getting disturbed by siblings/friends during study hours', 'feeling to take time off from college frequently' and 'doing assignments regularly' were significantly associated with study behaviour. Ability to make lecture notes (χ2-12.39, Sig.− 0.05, P < 0.05), utilisation of learning facilities (χ2-9.35, Significance − 0.025, P < 0.05) and satisfaction with learning facilities provided (χ2-13.62, Significance − 0.034, P < 0.05) were significantly associated with academic performance. The findings of the study exposed some of the factors, as perceived by the students, influencing the study behaviour and academic performance. Understanding these factors will help the faculty to come up with a strategy to enhance the students' overall performance.


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