Learning styles preference among student nurses towards academic achievement at nursing schools, zamfara state - nigeria

Abstract

The primary objective of nursing education is to produce competent professionals capable of delivering high-quality healthcare services. This study aimed to examine the relationship between learning styles and academic achievement among nursing students in Zamfara State. A cross-sectional design was employed involving first-year students from two Schools of Nursing, with a total sample of 129 participants. Data were collected using demographic forms, the online Neil Fleming's VARK Learning Style Inventory, and first semester examination records. SPSS version 26 was used for analysis, with Pearson Product Moment Correlation (PPMC) set at a 0.05 significance level. The average age of participants was 22 years; 63% were female, 37% male; 76% were single, and 24% married. Boarding school students constituted 71%, while 29% were day students; 59% had internet access. Kinesthetic learning style was the most preferred (34.1%). The PPMC analysis revealed a significant positive relationship between learning styles and academic achievement (P=0.003). These findings suggest that understanding learning styles can enhance educational strategies and improve student outcomes. It is recommended that nurse educators be retrained to adopt student-centered learning approaches to boost academic success in Nursing institutions in Zamfara State.