Influence Of Learning Style, Academic Self Efficacy, And Academic Certainty On Academic Achievement Among Nursing Students

Abstract

This study aimed to assess the influence of learning style, academic self-efficacy, and academic certainty on academic achievement among undergraduate nursing students. A descriptive cross-sectional design was adopted, and 447 students from all four years of a B.Sc. Nursing program participated. Data were collected using three standardized tools: The Index of Learning Styles, the College Academic Self-Efficacy Scale (CASES), and the Academic Major Decision Certainty Scale (AMDCS). Academic performance data were also obtained. Results revealed that a majority of students had a strong preference for active (34.7%), sensing (33.1%), visual (27.3%), and sequential (30%) learning styles. Most students (83.5%) demonstrated high academic self-efficacy. Regarding academic certainty, 49.7% reported moderate certainty, while 27.7% had high certainty. One-Way ANOVA showed no significant differences in self-efficacy across years of study (F = 0.404, p > 0.05), but significant differences were observed in academic certainty (F = 4.547, p < 0.01), with higher-year students showing greater clarity. A weak, non-significant correlation (r = 0.064) was found between self-efficacy and academic certainty. Demographic factors such as year of study, gender, and interest in nursing showed significant associations with academic certainty but not with self-efficacy. The findings underscore the importance of aligning teaching strategies with students' learning preferences and addressing academic uncertainty through targeted guidance and mentorship. Further research is recommended to explore interventions that enhance learning outcomes by integrating self-efficacy building and academic decision support.