Influence of Study Habits on Nursing Students' Academic Performance in University of Calabar, Nigeria

Background:  Poor performance of nursing students in the university and professional examinations in recent times is a source of concern to both educators and other stakeholders. This study was conducted to determine the influence of study habits on undergraduate nursing students’ academic performance in the University of Calabar, Nigeria.

Methods:  A cross sectional descriptive study was conducted in 2012 with 160 Students from levels 300 to 500, selected through simple random sampling. Data was collected using self-constructed study habits inventory with content validity index of 0.79 and a test-retest reliability coefficient of 0.81. Copies of the questionnaire were completed by the students in their classroom setting after which achievement tests were administered simultaneously based on the objectives of the course. Data was analyzed using Independent‘t’ test.

Results:  Majority of the participants were fourth year students 72 (45.0%), followed by third year 64 (40.0%) and fifth year students 24 (15.0%).  There was no significant differences in academic performances of the students who practiced group and individual studies (Cal.t=1.976 Crit t=1.976; df 158; p<0.05); who read at the hostel or library environment (Cal.t= 0.362 < Crit.t=1.976; df 158; P < 0.05) and those who read at daytime compared to night time (Cal.t =0.139<Crit.t=1.976; df 158;P<0.05). Conversely, there were significant differences in academic performance between students who had 75% and above class attendance (x=17.17) and others with less than 75% attendance (x=4.33), (cal. t=5.437 > cri. t = 1.976; df 158; P < 0.05).

Conclusion:  The result of this study affirms the fact that class attendance influence academic performance of students, therefore, there is need to enforce mandatory 75% class attendance for all the students; despite the insignificant results between hostel and library reading, the library should be made more conducive for reading with necessary facilities to encourage usage .