Perceived Effects of Hours of Study on Knowledge Retention among Bachelor of Science In Nursing Students in De La Salle Medical and Health Sciences Institute

Date of Completion

2023

Document Type

Thesis

Degree Name

Bachelor of Science in Nursing

Keywords

study hours, knowledge retention, nursing students, academic performance, student learning habits, nursing education, time management, study behavior, learning outcomes, undergraduate nursing, education research, cognitive retention, student perception

Abstract

This study investigated the perceived effects of hours of study on knowledge retention among Bachelor of Science in Nursing (BSN) students at De La Salle Medical and Health Sciences Institute. Specifically, it aimed to examine the students' profiles in terms of sex and year level, assess their perceptions of how study duration influences knowledge retention, and determine whether these perceptions differ significantly based on sex and year level. Employing a descriptive-analytic research design, the study surveyed 195 nursing students using a 4-point Likert scale.

Findings revealed that a majority of respondents were female (75.4%) and in their fourth year (59%). Overall, students perceived longer hours of study to have a positive effect on knowledge retention, with repetition and spaced study sessions identified as particularly beneficial strategies. Statements such as “Repetition on the same topic helps prevent forgetting certain topics” and “Studying with breaks is effective for my knowledge retention” received the highest mean scores. Conversely, cramming, lack of breaks, and absence of repetition were associated with negative perceptions of retention. Statistical analysis showed no significant difference in perceptions when students were grouped by sex (p = 0.242) or year level (p = 0.132).

The study concludes that while perceptions toward study duration are generally positive across all groups, targeted strategies like repetition and spaced practice are especially valued. These insights can guide learners, educators, and future researchers in developing effective study habits and instructional approaches to enhance knowledge retention.

First Advisor

Naomi M. De Aro

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