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The correlation of learning and study strategies with academic achievement of nursing students
Iman Mohammadi , Hamid Thaghinejad , Zainab Suhrabi , Hamed Tavan
Department of Nursing, Faculty of Nursing and midwifery, Ilam University of Medical Sciences, Ilam, Iran
Abstract:   (5342 Views)

Introduction: One of the most important problems in student's education is academic failure. Identifying factors that affecting academic achievement and pay attention to these factors is a stride toward success. Students' academic achievement and related factors have priority in education research. This study aimed to determine the relationship between learning study strategies and academic achievement of nursing students in 2013.

Materials and methods: This descriptive- analytic study was performed among 85 nursing students of Ilam University of Medical Sciences. By using the learning and study strategies inventory (LASSI), the main three components of study and learning strategies, including items of skill, will and self-regulation were examined. The Pearson correlation was used to measure students' academic achievement correlation with the mentioned above components.

Results: The sample consisted of 50.6% female and 49.4% male. The mean grade of nursing students was scored 15.60. Pearson correlation coefficient showed that the three main components of learning strategies and study skills component, respectively skill (P=0.001, r=0.349), self-regulation (P=0.009, r=0.280) and the component of will (P=0.045, r=0.218) with student achievement (mean grade of last term) had a positive and significant relationship.

Conclusion: Considering positive and significant correlation between learning and study strategies with academic achievement in nursing students, so, we suggest that students and teachers use these strategies to improve academic achievement and reduce the academic loss of students.

Keywords: Study strategies, Learning, Nursing students, Academic achievement
Full-Text [PDF 539 kb]   (5806 Downloads)    
Type of Study: Research | Subject: Nursing
Received: 2015/12/6 | Accepted: 2016/08/7 | Published: 2016/11/9

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