Learning Atmosphere, Satisfaction with Learning Management in 21st Century and Academic Achievement among Bachelor in Nursing Science Students

Abstract

The purpose of this cross-sectional correlation research was to examine the correlation among learning atmosphere, satisfaction with learning management in 21^st century and academic achievement among Bachelor in Nursing Science students. The total sample of 194 1^st-3^rd year nursing students were recruited using proportional stratified random sampling. The data collection tools composed of demographic data questionnaire, perception of learning atmosphere in 21^st century questionnaire, satisfaction with learning management in 21^st century questionnaire and 21^st century skills questionnaire. Descriptive statistic and Spearman's rank correlation coefficient were used to analyze the data. 

The results reveal that 1) the sample had high level of the mean average of perception of learning atmosphere in 21^st century score (M=3.90, SD=0.39), the mean average of satisfaction with learning management in 21^st century score (M=4.00, SD=0.48) and the mean average of 21^st century skills (M=3.98, SD=0.40) 2) the perception of learning atmosphere in 21^st century had positive moderate correlation that statistically significant to 21^st century skills (r(196)=.593, p< .001) and the satisfaction with learning management in 21^st century also had positive moderate correlation that statistically significant to 21^st century skills (r(196)=.661, p< .05)

The instructors should develop teaching and learning techniques and evaluation methods focusing on developing 21^st century learning skills such as critical thinking and problem solving as well as creativity and innovation skills among nursing students.