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