CAUSES OF POOR LEARNING PROCESS AMONG NURSING STUDENTS IN GOMBE STATE: A SURVEY OF HOME, PERSONAL, TEACHER-RELATED, AND SCHOOLRELATED FACTORS

Abstract

This study investigated the factors influencing poor learning process among students of the
College of Nursing Sciences, Gombe, Gombe State, Nigeria. A descriptive survey research design
was adopted. The population of the study comprised 1,012 nursing students of the College of
Nursing Sciences, Gombe, from which a sample of 280 students was selected using proportionate
stratified random sampling technique. Data was collected using a structured questionnaire
covering home, personal, teacher-related, and school-related factors. A total of 290
questionnaires were distributed to accommodate non-response; however, 280 valid responses
were retrieved and analysed. The instrument was validated by experts and its reliability was
established using the test–retest method, yielding a reliability coefficient of 0.80. Data were
analysed using descriptive statistics (mean and standard deviation) to answer the research
questions, while chi-square statistics were used to test the hypotheses at the 0.05 level of
significance. The descriptive analysis revealed that all the examined factors recorded mean scores
above the benchmark value, indicating that students generally perceived home conditions,
personal characteristics, instructional practices, and institutional environment as contributors to
poor learning process. The chi-square analysis further established statistically significant
relationships between each of the factors and poor learning process. The study concludes that
poor learning process among nursing students is multidimensional and results from the interaction
of individual, instructional, and environmental factors. It recommends targeted academic support
services, continuous professional development for educators, improved learning facilities, and
supportive home environments to enhance effective learning in nursing education.