CHAPTER # I

INTRODUCTION
1.1 Introduction
Nursing schools are responsible for producing well educated,
knowledgeable, and skilled nurses who "can make reasoned and informed
patient oriented decisions in a variety of health care delivery settings".
Traditionally, admission criteria have been considered good predictors of
students' success and have been used to screen out applicants in various
academic and professional programmes including nursing, medicine,
teaching, and other fields. Studies have found that certain academic and non-
academic factors such as age, gender, ethnic background, preadmission
qualification, and performance in aptitude tests could predict the academic
performance of the students in various professional programmes.
The academic performance of nursing students impacts their future
educational attainment and health and has therefore emerged as a public
health concern. Generally, as levels of education increase, there is an
associated increase in income and social status. This associated increase in
socioeconomic status affects health by influencing access to health care,
quality of housing, work environment, lifestyle factors, such as nutrition and
recreation, and social psychological factors, such as self-esteem and health
awareness. Given the demonstrated importance of academic performance
and resulting educational attainment to future health and career, it is
imperative to understand the determinants of school performance. A number
of factors are recognized as affecting school performance including gender,
ethnicity, and quality of school and school experience, nutrition, student’s
health, and socioeconomic factors. This paper focuses on the comparative

1
study to academic performance of nursing students of regular scheme and
self-finance scheme students.
Research related to predictors of academic performance in nursing education
has been done in United States, United Kingdom (UK), Canada and
Australia. Predictor variables identified in various studies are not consistent;
for instance, some studies have identified younger age as a significant
predictor of success and others considered older age a significant predictor.
Besides, there are some research studies, which revealed age as a totally
insignificant variable. Few studies have found gender as a significant
predictor of performance, however, preadmission academic performance
was found to be a good predictor of performance by many researchers.
"While a large number of comparative studies have been done to find an
accurate predictor of success, few have proved reliable over time. No one
factor alone can accurately predict individual passing".
While each study that has been conducted has provided data to support the
ability to predict success by considering several factors, educators must use
caution when viewing the results exclusively.
Though research has been conducted to identify predictors of academic
performance in medical and dental education in Pakistan, no attempt has
been made to study the predictors of performance in nursing education. This
study was conducted to fill this gap and to explore the predictors of
academic performance of the student’s regular scheme and self-finance
scheme of Basic Nursing Diploma Programme in School of Nursing Sir C-J
Institute Of Psychiatry Hyderabad, Sindh, Pakistan.
Nursing educators and institutions have an ethical obligation to ensure
academic standards that are reasonable and fair, yet effective indicators of
students' success. When an educational institution issues a diploma to one of

2
its students, it is, in effect certifying the society that the student possesses all
the knowledge and skills that are required in his chosen discipline. To
remain competitive and accountable, it is imperative for nursing
programmes to have efficient and reliable admission criteria. Quantitative
data and research-based facts are essential for the development, revision and
modification of the admission criteria to guide nursing educators to identify
and select those students who will successfully complete the nursing
Programme. It also helps in minimizing the wastage of human and material
resources that occur due to student failure and attrition.
Admission in a nursing Programme is the first step for entering in the
nursing profession. Identifying and recruiting students who are most likely
to succeed in the nursing Programme is an important role of the admission
criteria. An effective admission criterion not only helps in selecting the
appropriate candidates, but also helps in identifying students who are at a
risk of failure. Furthermore, knowledge about predictors of academic
performance helps in developing strategies to facilitate students' success in
the nursing education Programmes and licensing examination. This study
sought to investigate the predictive ability of admission criteria in relation to
the subsequent academic performance of the student’s regular scheme and
self-finance scheme of general nursing diploma Programme in School of
Nursing Sir C-J Institute Of Psychiatry Hyderabad, Sindh, Pakistan.

1.2. Purpose of study

The general purpose of the current study is to explore the causes in
academic performance of the student’s regular scheme and self-
finance scheme of general nursing diploma Programme at School of
Nursing Sir C-J Institute Of Psychiatry Hyderabad, Sindh, Pakistan.

3
1. 3. Hypothesis

Hypothesis # 01:
The academic performance of the regular scheme nursing students is
better than self-finance scheme nursing students of general nursing
diploma Programme at School of Nursing Sir C-J Institute Of
Psychiatry Hyderabad, Sindh, Pakistan.
Hypothesis # 02:
The academic performance of the nursing student of regular scheme is
not better than self-finance scheme nursing students of general
nursing diploma Programme at School of Nursing Sir C-J Institute Of
Psychiatry Hyderabad, Sindh, Pakistan.

1.4 Objectives:
At the end of this study I will be able to:
• Determine the level of academic performance of regular scheme
nursing students of 2nd year.
• Determine the level of academic performance of self finance scheme
nursing students of 2nd year.
• Identify the factors that effects on the academic performance of
regular scheme and self finance scheme students.

4
 CHAPTER # 2

LITERATURE REVIEW

A good school facility supports the educational enterprise. Research

has shown that clean air, good light, and a small, quiet, comfortable, and
safe learning environment are important for academic achievement (see, for
example, Cash 1993, Earthman and Lemasters 1996, Lemasters 1997,
Lackney 1999, Cotton 2001, Schneider 2002)1. While factors such as student
socioeconomic status and parental involvement are among the most
important predictors of student academic performance, the condition,
adequacy and management of a school building are directly under the
control of the school district and state—hence improving school facilities
offers a feasible opportunity for improving academic performance2.
Highly able students were much more likely to get involved academically, to
participate in honors programs, to get high grades, to complete college, to
graduate with honors, and to go to graduate or professional school. Older
students were more likely to interact with faculty, to get involved
academically, and to participate in honors programs. Older students got
better grades and were more likely to graduate with honors (Astin, 1977)4.
Students with high intellectual self-esteem were likely to become involved
in honors programs and get high grades, but they were less likely to study
long hours or devote considerable energy to academic pursuits (Astin,
1977)4.
According to Pintrich (1995), self-regulated learners are students who
attempt to control their performance, motivation and emotion, and ability to
acquire knowledge. Self regulated learners set a goal they are attempting to

5
accomplish. This goal provides the standard by which students can monitor
and judge their own performance and then make the appropriate
modification. Self-regulated learning involves the active management of
resources students have such as their time, where they study, and their use of
other students and faculty. Self-regulation of motivation and affect involves
managing and changing motivational beliefs to adapt to the demands of a
course. In addition, students can learn how to control their feelings (such as
anxiety) in ways that help their learning. Self regulation of cognition
involves the management of various learning strategies, such as deep
processing strategies that result in better learning and academic
achievement3.
The relationship between diet and academic performance is often stated;
however, few studies have examined the effects of diet quality on academic
performance. Studies of nutrition and academic performance have typically
focused on hunger, malnutrition, and micronutrient deficiency.
Undernourished children have been shown to have decreased attendance,
attention, and academic performance as well as experience more health
problems compared to well-nourished children. More recently, studies have
examined the impact of breakfast on cognition, behavior, and academic
performance of school-age children. This research suggests some positive
effect of breakfast on performance of specific cognitive tasks. However,
gaps exist in the literature examining the long-term effects of breakfast on
school performance and how the observed effects of breakfast on cognition
are modified by age, sex, and nutritional status. The single study not
restricted to breakfast demonstrated a positive association between the
consumption of regular meals and school performance 1, 7.

6
Nursing students need an extensive knowledge of biological and physical
science concepts for safe, competent clinical practice (Casey, 1996).
However, nursing students frequently have difficulties with content in
science courses (Clancy, McVicar, & Bird, 2000). The difficulties have been
attributed to several factors in nursing education. Nursing curriculum
changes in the past few decades has led to a decline in emphasis in science
content (Wynne, Brand, & Smith, 1997). Science course content generates a
great deal of anxiety for nursing students (Nicoll & Butler, 1996). Nurses
traditionally have not perceived a need for an in-depth scientific knowledge
base (Trnobranski, 1993). These problems with science courses decrease
motivation and the ability to effectively use learning strategies in science
courses (Andrew & Vialle, 1998) 5, 6.
Several external factors have amplified the difficulties for nursing students
in science course content. Lack of science background in nursing instructors
has contributed to the perception that science content is not important in
their practice (Courtenay, 1991)2. Conversely, lack of nursing background
from science instructors has been attributed to student perceptions that
content was more in-depth than needed for their clinical performance
(Clarke, 1995; Nicoll & Butler, 1996). Performance in science courses at the
graduate level is further complicated by nursing students having time
management difficulties when entering graduate school due to
responsibilities with balancing work, family (often including children living
at home) and school demands (Spratley, Johnson, Sochalski, Fritz, &
Spencer, 2000)10.
The use of self-regulation learning techniques has been successful in other
disciplines in improving course outcomes (Pekrun et al., 2002). Self-
regulation techniques have been suggested to improve nursing student

7
outcomes in science courses (Andrew & Vialle, 1998). No studies have been
completed to test the outcomes of self regulated learning techniques for
nursing students in science courses8.
Nursing students living on the nursing floor will benefit academically by
utilizing tutoring services in the residence hall by a Learning Community
Peer Advocate (LCPA) tutors. Nursing students who utilize this service will
show greater academic progress per semester than nursing students not
utilizing these services9.
Lofmark, Smide & Wikblad (2006) studied perceptions of clinical
competence of new graduate nurses both from the experienced nurses and
nursing graduates’ perspectives. The study was conducted in Sweden with
106 nursing students from a variety of academic programs and 136
registered nurses with more than 5 years experience. Each subject completed
a questionnaire to determine competence defined as learning outcomes and
the ability to perform nursing care of the new graduate nurse. The results of
the study indicated that new graduate nurses had statistically significant
stronger ratings of their competence and clinical abilities than the
experienced nurses had of the new graduate nurse’s competence and clinical
abilities. This study did not include specific measures of clinical competence
in nursing care, only perceptions of competence. However, the findings are
important in terms of understanding students’ ability to accurately measure
or gauge their own clinical competency (Lofmark, Smide & Wikblad, 2006).
The following study attempted to explore this concept 11.
Academic engagement, also known as student engagement, academic
learning time or academic involvement, is increasingly being recognised as
an important determinant of quality in higher education (Australian Council
for Educational Research 2008). This active student involvement and

8
commitment to university life has been shown to influence student learning
and personal development (Astin 1999; Pascarella & Terenzini 1991), as
well as student retention and persistence (Tinto 1998)12.
Although the concept of student engagement or the flip-side, disengagement
is not new (Little 1975), the time and effort spent by students participating in
learning activity in higher education has only come to the fore in the last
decade. Since then, concerns about Nursing students disengagement,
particularly first year undergraduate students in higher education, have been
reported in several studies focussing on student engagement, in both
international and Australian universities (Astin 1999; Australian Council for
Educational Research 2008; Greenwood Horton & Utley 2002;
Horstmanshof & Zimitat 2007; Kuh 2003; McInnis 2001; Wilms 2003)7, 14, 15.
The time students spend in learning-related activities has been identified as a
crucial element of nursing student’s academic engagement. This includes
time spent both inside and outside the classroom (Carini Kuh & Klein 2006;
Greenwood et al. 2002; Pintrich & de Groot 1990; Singh Granville & Dika
2002), and encompasses time spent in private study and doing homework, as
well as engaging in 'on-campus' learning activities, such as attending
lectures and tutorials 14, 15.
The relevance of using previous academic performance as a predictor for
success in nursing school was first illustrated by Houltram (3), who found
that age and entry qualifications had a relationship to future academic
success. Students older than 22 years of age performed significantly better
than younger students (ages 17-21). In addition, students who were qualified
at entry performed at an average level, while students who were unqualified
performed well below average. Although the relationship between entry
qualifications and academic performance was not statistically significantly

9
different, Houltram recommended that previous academic performance be,
used in student selection. Houltram also recommended that future research
be conducted to explore the effectiveness of tutorial services16.
Brennan, Best, and Small (4) tracked the academic performance of students
from high school to prerequisite university courses to nursing school. They
found that students who fell behind in the first two years of nursing school
had significantly lower mean high school and prerequisite course grades.
Like Houltram, these researchers also suggested that counseling be made
available16.
Another study examined the correlation between age and entry qualifications
on the academic performance of nursing students. Kevern, Ricketts, and
Webb used a longitudinal sample approach to follow nursing students
throughout a diploma program.
Academic competence is associated with students' ability to manage their
study load and is used to assess if students are able to manage the study
material in the curriculum. It also provides an indication of whether the
curriculum is interesting enough for students to enjoy their classes.
Academic competence has been shown to affect students' academic
performance and a student with better academic competence would probably
have better academic performance. In this study academic competency is
defined as the proficiency of nursing students with respect to the content
taught during courses over the past academic year and their ability to
understand the course material14, 17.
Another factor is associated with nursing student’s academic performance is
test competence, which reflects how students cope with the amount of study
material for examinations. It refers to difficulties associated with managing
the amount of study material for an examination and in preparing for them.

10
Test competency is operationally defined as student's ability to manage and
cope with the amount of study material for examinations and/or tests19.
Academic performance in the nursing student’s body is generally
acknowledged to refer to age, gender, urban or rural place of residence,
socioeconomic status, and ethnicity. However, academic performance also
needs to take into account less obvious characteristics, such as a family
educational background, attitudes of the student, and wider community
expectations of a university education (Horner, 2000). Academic variables
fail to fully explain all of the factors affecting student progress in nursing
education (Horner, 2000). The literature identifies a number of relevant
factors including, age, family and child care responsibilities, financial
pressure, previous academic performance, employment while a student, self-
efficacy and emotional distress of balancing the demands of combining
family, work and study (Aber & Arathuzuik, 1996; Houltman, 1996;
O'Connor & Bevil, 1996; Pascoe, McClelland et al., 1997; Jeffreys, 1998;
White, Williams et al., 1999; Kinsella, Williams et al., 1999). Student
dropout, wastage or attrition is understood to mean abandoning a course of
study before completion (Freeman & Byrne, 1976). However, not all forms
of student departure deserve a negative connotation as a student may leave
to transfer to another nursing institution or may leave due to a change in
personal circumstances but still have good standing as a student. Noel et al.,
(1987), defines the term as meaning departure from the course of study
where an individual possessing sufficient skill, competence and commitment
fails to achieve reasonable education goals consistent with those of the
course/ institution. In other words, the nursing student is required to leave
due to a failure to meet course requirements. Attrition rates of less than 30%

11
are considered by most universities to be an acceptable outcome (Pascoe et
al., 1997) 19, 21, 23.
Some factors have been identified as more significant for nursing students.
Family and childcare responsibilities are relevant in light of the fact that
most nursing students are female. Similarly, emotional distress from
balancing multiple responsibilities is also more relevant. The nature of the
role of the nurse including nursing work (things you do as a nurse), personal
responses to illness and the health care environment may also influence
some students (Horner, 2000) 20.
Houltman (1996) explored the relationship between entry age, entry mode
and academic performance on a Project 2000 common foundation
programme, at a school of nursing and midwifery in England. It would
appear that entry scores, whether school leavers or mature-age entry, are not
as predictive of successful outcomes as might have been thought. However,
the age of the student did exert considerable influence on academic
performance. Broadly speaking, the results of the study indicated that the
performance of mature-age students was above average. Among the 17-21
group, while the conventionally qualified (school leaver with equivalent
TER score) performed about average, the unqualified group (with mature
entry equivalent test result) performed least well of all groups in the 17-21
age group, registering a high attrition rate of 27% as well as lowest overall
mean scores within the course (Horner, 2000) 22.
In the United States registered nurses are prepared in diploma and associate
diploma courses taken at community colleges. Four year preparation at
baccalaureate level is also available. In addition registered nurses who hold
an associate diploma can complete a baccalaureate degree in nursing24.

12
Baccalaureate courses for registered nurses provide distance learning
opportunities, video conferences and blended web based courses as well as
on campus tuition. Many universities offer flexible scheduling of courses
between regular scheme and self finance nursing students, including
arrangements involving one day of full time attendance and/ or evening
courses. For registered nurses returning to the work place, no National
League for nursing examinations is required. Prior learning in associate
diploma and diploma courses in nursing is recognized. The Commission on
Collegiate Nursing Education nationally accredits all programs in regular
scheme and self finance nursing students. Initiated by the American
Association of Colleges of Nursing in 1999, CCNE began its accrediting
operations in 1998. CCNE is an autonomous accrediting process operated on
behalf of AACN25.
Accelerated Bachelor of Science and Master of Science programs are also
offered for registered nurses. Such programs are designed for nurses who
have already completed an associate degree or diploma in nursing. However,
these nurses are required to meet additional requirements for admission to
the Master of Science programs. At some universities, it is possible for
registered nurses to follow individualized programs of study to complete
core requirements for Bachelor of Science and Master of Science degrees.
Specialisms include family nurse practitioner, case management, psychiatric
nurse practitioner and nursing informatics28, 4.
The psychiatric nurse practitioner programs typically focus on working with
the mental health needs of individuals, families, and groups in inpatient and
community settings. In some States graduates of these programs are eligible
to apply for certification as psychiatric nurse practitioners, with full
prescriptive privileges.

13
Prebble has argued that the review of diploma nursing programs in regular
and self finance scheme student’s academic performance recently
undertaken by the Nursing Council of New Zealand represents a missed
opportunity to address a number of the problems that have beset mental
health nursing (Prebble, 2001) 27. Comprehensive in regular and self finance
scheme students nursing programs in academic performance have operated
in New Zealand for over 25 years and throughout this time mental health
nurses have consistently questioned whether the programs meet the needs of
nurses preparing to work in the mental health sector. The main argument
academic performance has been that although the introduction of
comprehensive education initially benefited mental health nursing by
broadening its focus to include social, cultural, bio-medical and educational
knowledge, the overall mental health in regular and self finance scheme
nursing students component has always been inadequate - lacking specific
content and focus on mental health nursing. As a "distinct scope of practice",
mental health nursing requires "specialty undergraduate education" (Preble,
2001) 27. The KPMG report has attracted criticism from New Zealand mental
health nurses for effectively closing the door on the possibility of returning
to some form of direct entry mental health nursing education. Among other
things the report recommends that specific undergraduate mental health
competencies be removed from the curriculum and replaced by
comprehensive competencies, and that entry to the mental health in regular
and self finance scheme nursing students be via a post-registration (non-
award) program to be offered by health services (Prebble, 2001).
Technological and informational systems are evolving with such rapidity
that occupations challenged by these developments require the preparation,
by educational institutions, of learners who are capable of adapting to these

14
changes. Students who engage in self-regulated learning may be those best
prepared to meet these challenges for the future29, 6.
Self-regulated in regular and self finance scheme nursing students are those
who are 'metacognitively, motivationally and behaviorally active
participants in their own learning process' (Zimmerman 1986) and self-
regulated students have been described as confident, autonomous, inquisitive
learners who employ metacognitive strategies to facilitate their learning
(Risemberg & Zimmerman 1992, Zimmerman & Martinez-Pons 1988) 33.
In the framework of a social cognitive theory, in order to be classified as a
self-regulated learner, a in regular and self finance scheme nursing students
must use 'specified strategies to achieve academic goals on the basis of self-
efficacy perceptions' (Zimmerman 1989). Self-efficacy relates to students'
self-perceptions of their ability to perform a task (Bandura 1986) 30.
Self-efficacy and learning strategies have been found to be associated with
academic performance (Pintrich & DeGroot 1990, Pintrich & Schrauben
1992, Chye et al. 1997). Students who are high achievers use more self-
regulated learning strategies than low achievers (Risemberg & Zimmerman
1992), although these strategies may vary among students (Zimmerman &
Martinez-Pons 1990, Ablard & Lipschultz 1998). Self-efficacy has been
found to be related to academic performance in in regular and self finance
scheme nursing students (Chacko & Huba 1991) and science (Andrew 1998)
courses in nursing programs31.
In the first year of a diploma program, apart from studying specifically
nursing courses (theory and clinical), nursing students may also study
courses adapted from other disciplines such as chemistry, physics, biology,
physiology, sociology and psychology. The merging of science (physics,
chemistry and bio-sciences) has been problematic in nursing programs and

15
nursing students have consistently had difficulties with this area of their
programs irrespective of the type of course or institution conducting the
program. These difficulties are not uniquely Australian, but have also been
reported by researchers from the UK (see for example Akinsanaya &
Hayward 1980, or Trnobranski 1993, 1997) and the USA (Lenehan 1994)
32,11
.
Students' perceptions of the relevance of science to nursing and students'
science background have been among in regular and self finance scheme
nursing students variables examined in relation to these difficulties.
Students' past science background has been found to be an unreliable
predictor of academic performance in nursing programs (Kershaw 1989,
Caon & Treagust 1992). Students judge the relevance of course content
according to their beliefs about the applicability of the material (Thornton
1997) and students' perceived beliefs about nursing courses have been found
to have a stronger influence on course outcomes than various learning
strategies (Trigwell & Prosser 1991). Curriculum changes or courses aimed
at reducing students' difficulties with the science content of the curriculum
have met with modest success (Gillies & Soars 1992, Nicoll & Butler 1996)
19, 22, 34
.
An examination of nursing students' self-regulated learning may provide
insight into students' motivation, and academic behavior in science and
expand our knowledge of how and why some students are more successful at
science than others.
Defining Tutoring the terms tutor and mentor are frequently used
interchangeably because of their similar meanings and roles. The tutoring
services in this study were based on the open learning model of tutoring as

16
described by Bailey. In this model, the role of the tutor shifts toward that of
facilitator. It includes counseling, guiding, and helping students.
Several studies have identified the multifaceted roles of a mentor to include
assessing, facilitating, role modeling, supporting, guiding, supervising,
assisting, befriending, advising, and counseling. These studies all emphasize
the need for role clarification between mentor and student. For the current
study, the tutor is defined as someone who provides support to students,
facilitates learning, and befriends, counsels, and advises students as needed.
Tutoring Programs After observing a one-year increase in nursing program
completion, from 64 percent to 70 percent, Sheffler investigated the
strategies used to improve students' academic success. These included
setting higher admission requirements, curriculum changes, and an intense
student advisement program in the first year of nursing school19.
In 1998, Jeffreys examined the relationship between the self-efficacy of
first-semester nontraditional nursing students (i.e., older than age 24,
commuters, and part-time students) and the effects of selected academic and
environmental variables on academic performance. Academic variables
included number of study hours, study skills, academic advising,
absenteeism, major, job certainty, and course availability. Environmental
variables included finances, hours of employment, outside encouragement,
family responsibilities, and opportunity to transfer. Using a student
perception appraisal survey, Jeffreys found that academic variables had a
strong positive correlation with academic success. Specifically, students
ranked personal study habits and faculty advisement as most likely to affect
their academic performance and retention. Conversely, students ranked
family responsibilities and family crisis (environmental variables) as the
most significant hindrance to their academic success and retention. Because

17
academic support cannot fully compensate for weak environmental support,
this study concluded that students' perceived environmental variables are
stronger predictors of academic achievement and retention than academic
variables32.
Later, evaluating an enrichment program led by tutors, Jeffreys assessed the
influence on retention of academic outcomes, psychological outcomes, and
demographic, academic, and environmental variables. Academic outcomes
were measured by comparing the grades of students who attended the
enrichment program with those of nonparticipating students. Jeffreys
concluded that participants had higher passing rates in their coursework and
improved psychological outcomes compared to non-participants19, 16.
Jeffreys then studied whether students' perceptions of academic,
environmental, and social integration variables influenced retention after
they participated in the enrichment program. In a pretest, students reported
that the enrichment program was the most supportive component. In a
posttest, the enrichment program was second to faculty advisement.
Conceptual Framework for the Study Bailey’s concept of open learning
tutoring provided the conceptual framework tot this study. Bailey described
open learning as a method of increasing choice and control of the learner.
Tutoring is designed to address the adult learning barriers of undeveloped
study skills, lack of knowledge confirmation, lack of feedback, fear of
failure, and multiple roles10,12.
The tutor's role shifts in open learning to be less that of a teacher and more
that of a facilitator. Bailey describes three stages--preentry, in-course, and
exit--and four activity areas. The four activity areas described are locus of
control, learning method, context and media, and curriculum2, 5,8,21.

18
According to Barber (1992), socio-economic status impacts parental efficacy
and aspirations, therefore indirectly influencing their sibling’s educational
future in nursing students. Doge (1994) states that economic hardships affect
nursing student’s academic achievement through the influences of family
processes because it can prevent parents from protecting children from risky
environments that can compromise successful development. If economic
hardships persist, children may be forced to part-time work in unhygienic
environmental conditions to support the needs of their family. "When time is
spent working, it displaces academic activities such as homework and
engagement in other school-related activities" (Abell, 1996). This
displacement results in a decreased interesting school, academic
performance and it lowers their personal academic aspirations. " nursing
students who are less able and have achieved at lower levels in the past are
more likely to work longer hours, and, in turn, their present achievement is
further negatively affected" (Russel 1994) 35.
Many studies have found social class to be the single most effective
predictor of achievement in nursing schools. As Robert James Parelius and
Ann Parker Parelius (1987) put it: "Whether we look at scores on
standardized ability or achievement tests, classroom grades, participation in
academic, involvement in extracurricular activities, number of years of
schooling completed or enrolment in or completion of college and
professional school, children from more socio-economically advantaged
homes outperform their less affluent peers" 34.
Aside from that fact, achievement is also affected by the experiences of the
teachers for their students. There is considerable evidence that teachers
expect less from lower class students, in terms of both academic
achievement and behavior, than they expect from others. Nursing Students

19
respond to such expectations by underachieving and misbehaving. The
expectation of low achievement thus acts as a self-fulfilling prophecy:
students become what they are expected to become. Some studies show that
influents’ intellectual development is adversely affected if both parents work
during the first year of life, but it can be enhanced by mothers who work
outside the home thereafter. Therefore, many advocate more generous
maternity/paternity leave (Raymond, (1991). The conclusion is that early
childhood education is not a substitute for home care, but it can provide
children with experiences that go beyond those received at home (Ochiltree,
1994) 19.
Lower-class students live in a very different world from middle class
children to nursing schools. The homes of the poor tend to have fewer
books, newspapers, and magazines, and the parents have less education.
People with low incomes are less likely to read for entertainment; thus,
children in low-income homes are less likely to be encouraged to learn that
vital skill. Lower classes families are also larger and are more often headed
by only one adult.
Students in such families often receive less parental contact, guidance and
educational encouragement. Another factor is health: Poor children are
likely to be more undernourished than their middle class counterparts, and
they are sick more days a year (Leonard and Lisa, 1987:634-646). And
unhealthy children simply do not learn as well as healthy ones36.
More positively, the academic success of students from affluent homes
stems from the value their parents place on education. A number of surveys
have shown that students from wealthy families want more education than
students from poorer backgrounds. A part of this difference results from the
fact that middle class homes place a higher value on education and long-

20
range planning. But some of it also reflects a realistic adjustment by poor
students to the fact that they have less chance of getting good education37.
The literature on these factors in sociology and psychology is fairly
extensive. The amount of cumulated research on the mechanisms, leading to
the transmission of economic status from parents to their students, such as
health and education, is even smaller. There is a large and growing body of
literature on decisions related to children’s and young people’s educational
choice and they observe rather limited intergenerational mobility in
educational attainment and earnings (Mickelson, 1990; Deater, 1996). Most
of the empirical literature on educational choice focuses on the estimation of
simple discrete choice models that may be interpreted as reduced form
human capital models, but which may also be given other interpretations e.g.
sociological. In addition to parental background, the quality of schools may
be important for educational and labour market outcomes for a survey. There
is an extensive body of literature on whether different measures of school
resources affect educational attainment and labour market outcomes. The
majority of the studies find no or only minor systematic effects of school
resources, whereas others find significant effects23.
School of nursing faculty must evaluate how their curricula prepare
graduates for the CAT version of the examination. Preparation for and test
taking strategies utilized for computer exams differ from those for paper-
and-pencil tests. Most schools of nursing still give paper-and pencil tests in
their courses; therefore, students are most familiar with taking paper-and-
pencil examinations. Faculty is beginning to utilize computer-assisted
instruction (CAI), which will familiarize students with the use of computers.
The following question can be raised, are a few required CAI programs
enough to produce maximal success on the exam? The differences between

21
the two forms of tests may or may not be compensated for by the periodic
use of CAI in nursing courses. Prior to the computerized version of the
NCLEX-RN, nursing faculty utilized techniques such as timing exams and
phrasing questions in a similar manner to those on the NCLEX-RN to assist
in the preparation of graduates for state board exams. The literature does not
reveal that programs have modified their test questions and examination
techniques since 1994 to correlate with the CAT exam18.
This report is a literature review pertaining to the CAT version of the
NCLEX-RN. Research on the NCLEX-RN and other CAT examinations
was read. The literature that was reviewed can be grouped according to
three themes: predictors for success on the NCLEX-RN, preparation for the
NCLEX-RN, and information on other CAT examinations. The following
will present the research found under each of the three areas18.
Houltman (1996) explored the relationship between entry age, entry mode
and academic performance on a Project 2000 common foundation program,
at a school of nursing and midwifery in England. It would appear that entry
scores, whether school leavers or mature-age entry, are not as predictive of
successful outcomes as might have been thought. However, the age of the
student did exert considerable influence on academic performance. Broadly
speaking, the results of the study indicated that the performance of mature-
age students was above average. Among the 17-21 group, while the
conventionally qualified (school leaver with equivalent TER score)
performed about average, the unqualified group (with mature entry
equivalent test result) performed least well of all groups in the 17-21 age
group, registering a high attrition rate of 27% as well as lowest overall mean
scores within the course (Horner, 2000) 16.

22
 CHAPTER# 3

Methodology
3.1 Study design
Research design used in study was descriptive comparative study.

3.2 Setting:
Study was carried out at School of Nursing Sir C J Institute of
Psychiatry Hyderabad.

3.3 Duration of study:

Study completed in two and a half months duration, starting from
April 20, 2009 to July 04, 2009.

3.4 Sample size:

40 students of general nursing diploma Programme of 2nd year class.

3.5 Sampling design

There is only one Government nursing school (male) in Hyderabad
city, population was selected for sampling.

3.6 Instrument
The instrument used to access academic performance was
questionnaire.

23
3.7 Data collection procedure:
The requisite data collected from the school of nursing sir C J institute
of psychiatry Hyderabad. The consent form was taken before
implementation of procedure. After that 40 participants (regular
scheme student: 20 and self finance scheme student: 20) were
selected.

3.8 Data analysis:

Descriptive characteristics studied:
• For determining level of academic performance analyzed on

statistical package for the social sciences (SPSS) 16.0 version.

3. 9 Justification: The potential benefits of the study are as under
• The study will point out the causes which decrease the academic
performance.
• Findings of the study will be useful to the nursing regular scheme
and self finance scheme students for pre-caution.
• To help the authority to improve the academic performance of
the students.
• Finding of the study how much factors harmful to the student’s
academic performance.
• Students will take better decision about their academic
performance.
3.10 Scope:
The scope of the study would be limited to the nursing students and
administration of school of nursing.

24
 CHAPTER # 4

Result and Analysis

Figure: 1
Regular and Self finane scheme student
50% 50%
50%

40%

30%
Regular scheme
20% self finance
10%

0%
regular self finance

Figure: 1 shows the regular scheme students were 50% and self
finance scheme students were 50%.

25
 Figure: 2
Age of participants

45%
40%
40%
35%
30%
25% 22.50% regular
20% 17.50% self finance

15%
10%
10%
5% 5%
5%
0% 0%
0%
18-22 yrs 23-27 yrs 28-32 yrs 33- above

Figure: 2 shows the age between 18-22 years in this age rang the regular
scheme students were 40% and self finance students were 22.5%, age
between 23-27 years in this age rang the regular scheme students were 10%
and self finance students were 17.5%, age between 28-32 years in this age
rang the regular scheme students were 0% and self finance students were
5%, age between 33 and above years in this age rang the regular scheme
students were 0% and self finance students were 5%.

26
 Figure:3
Marital status

45%
45%
37.50%
40%

35%

30%

25%
Regular scheme
20% self finance
12.50%
15%

10%
5%
5%

0%
Married Unmarried

Figure: 3 shows the marital status of students, in which married students of

regular scheme were 5% and of self finance scheme were 12.5%, unmarried
students of regular scheme were 45% and of self finance scheme were
37.5%.

27
 Figure: 4
locality

40%
35%
35%
30%
30%
25%
20% Regular scheme
20%
15% Self finance scheme
15%
10%
5%
0%
urban rural

Figure: 4 shows the locality of students, in which urban students of regular

scheme were 20% and of self finance scheme were 15%, rural students of
regular scheme were 30% and of self finance scheme were 35%.

28
 Figure:5
Qualification

45%
40%
40%
35%
30.00%
30%
25% regular
20% self finance

15% 12.50%
10%
5% 5%
5% 2.50% 2.50% 2.50%
0%
n

te

ee

ee
io

ia

gr
at

eg
ed

de
ul

d
m
c

or

r
ri

te
te
at

el

as
in

ch
m

m
ba

Figure: 5 shows the qualification of students, in which matriculation

students of regular scheme were 5% and of self finance scheme were 12.5%,
intermediate students of regular scheme were 40% and of self finance
scheme were 30%, bachelor degree students of regular scheme were 2.5%
and of self finance scheme were 5%, master degree students of regular
scheme were 2.5% and of self finance scheme were 2.5%.

29
 Figure: 6
Socioeconomic status
45%
42.50%
45%
40%
35%
30%
25%
regular scheme
20%
self finance
15%
7.50%
10% 5%
5%
0%
middle class lower class

Figure: 6 shows the socioeconomic status of students, in which middle

students of regular scheme were 5% and of self finance scheme were 42.5%,
lower class students of regular scheme were 30% and of self finance scheme
were 7.5%.

30
 Figure: 7
Type of school
45%
45%
40%
35% 27.50%
30%
22.50%
25%
Regular
20%
Self finance
15%
5%
10%
5%
0%
Public Private

Figure: 7 shows the type of school where students passed the matriculation
and intermediate, in which students attended public school of regular scheme
were 45% and of self finance scheme were 27.5%, in which students
attended private school of regular scheme were 5% and of self finance
scheme were 22.5%.

31
 Figure: 8
Time lapse
40%
40%
35%
30%
22.50%
25%
17.50%
20% Regular
15% 10% 10% Self finance

10%
5% 0%
0%
0-4yrs 5-9 yrs 10-14yrs

Figure: 8 shows the time lapse in admission of students, in which range of

lapse years between 0-4 yrs the students of regular scheme were 40% and of
self finance scheme were 22.5%, in which range of lapse years between 5-9
yrs the students of regular scheme were 10% and of self finance scheme
were 17.5%, in which range of lapse years between 10-14 yrs the students of
regular scheme were 0% and of self finance scheme were 10%.

32
 Figure: 9
Academic environment

40% 37.50%
35%
30%
25%
25% 20%
20% regular scheme
15% self finance

10% 7.50%
5.00% 5%
5%
0%
most more less

Figure: 9 shows the academic environment of students, in which “most”

students of regular scheme were 20% and of self finance scheme were5%,
more class students of regular scheme were 25% and of self finance scheme
were 37.5%, “less” class students of regular scheme were 5% and of self
finance scheme were 7.5%.

33
 Figure: 10
Academic Facilities

45.00% 42.50%
40.00%
35.00%
30.00%
25.00% 22.50% regular
20.00% self finance
15.00% 12.50%
10.00%
5% 5% 5%
5.00% 2.50%
0%
0.00%
library computer lecture hall all of the
above

Figure: 10 shows the academic facilities of students, in which library use

students of regular scheme were 22.50% and of self finance scheme were
42.5%, computer use students of regular scheme were 5% and of self finance
scheme were 0%, lecture hall students of regular scheme were 5% and of
self finance scheme were 2.5%, all of the above students of regular scheme
were 12.5% and of self finance scheme were 5%.

34
 Figure: 11
Extra curricular activities

40%
35% 35%
35%

30%

25%
regular
20%
self finance
15%
10%
10% 7.50%
5%
5%
5% 2.50%
0%
0%
cricket football wollyball non of
above

Figure: 11 shows the extra curricular activities of students, in which cricket

response students of regular scheme were 35% and of self finance scheme
were 35%, football students of regular scheme were 5% and of self finance
scheme were 5%, volleyball students of regular scheme were 2.5% and of
self finance scheme were 0%, non of the above students of regular scheme
were7.5% and of self finance scheme were 10%.

35
 Figure: 12
Teaching faculties

50.00% 47.50%
45%
45.00%
40.00%
35.00%
30.00%
regular
25.00%
self finance
20.00%
15.00%
10.00% 5%
5.00% 2.50%
0.00%
yes no

Figure: 12 shows the students responses regarding teaching faculties, in

which yes response students of regular scheme were 47.5% and of self
finance scheme were 45%, no response of students of regular scheme were
2.5% and of self finance scheme were 5%.

36
 Figure: 13
Teaching faculties according to need

40.00% 37.50%
35.00%
30%
30.00%
25.00%
20% regular
20.00%
self finance
15.00% 12.50%
10.00%
5.00%
0.00%
yes no

Figure: 13 shows the students responses regarding teaching faculties

according to need, in which yes response students of regular scheme were
37.5% and of self finance scheme were 20%, no response of students of
regular scheme were 12.5% and of self finance scheme were 30%.

37
 Figure: 14
Relationship among collegues

35.00%
30%
30.00% 27.50%

25.00%
20.00% regular
15.00% 12.50% self finance
10% 10% 10%
10.00%
5.00%
0.00%
better good average

Figure: 14 shows the students responses relationship among students , in

which better response of students of regular scheme were 27.5% and of self
finance scheme were 10%, good response of students of regular scheme
were 12.5% and of self finance scheme were 30%, average response of
students of regular scheme were 10% and of self finance scheme were 10%.

38
 Figure: 15
Grades in matriculation

22.50%
25% 22.50%
22.50%
20%
20%

15%
regular
self finance
10%

5% 5%
5%
2.50%
0%
0%
A1 A B Not
applicable

Figure: 15 shows the grades of students in matriculation, in which A1 grade

of students of regular scheme were 5% and of self finance scheme were 5%,
A grade of students of regular scheme were 22.5% and of self finance
scheme were 22.50%, B Grade of students of regular scheme were 22.5%
and of self finance scheme were 20%, not applicable of students of regular
scheme were 0% and of self finance scheme were 2.50%.

39
 Figure: 16
Grades in Intermediate

35.00%
30%
30.00% 25.00%
25.00%

20.00% regular
15.00% 12.50% self finance
7.50%
10.00% 7.50% 5%
5%
5.00% 2.50% 2.50%
2.50%
0.00%
A
1

le
C
A

ab
lic
pp
a
ot
N

Figure: 16 shows the grades of students in intermediate, in which A1 grade

of students of regular scheme were 2.5% and of self finance scheme were
5%, A grade of students of regular scheme were 12.5% and of self finance
scheme were 2.50%, B Grade of students of regular scheme were 25% and
of self finance scheme were 30%, C Grade of students of regular scheme
were 7.5% and of self finance scheme were 7.5%, not applicable of students
of regular scheme were 2.5% and of self finance scheme were 5%.

40
 Figure: 17
where you stay?

30%
25%
25%
20% 20%
20%
15% regular
15%
10% self finance
10% 7.50%

5% 2.50%
0%
0%
hostel home hotel on a rent

Figure: 17 shows the residential place of students, in which at hostel

residential of students of regular scheme were 25% and of self finance
scheme were 7.5%, at home resident of students of regular scheme were
15% and of self finance scheme were 20%, at home resident of students of
regular scheme were 0% and of self finance scheme were 2.5%, on a rent
resident of students of regular scheme were 10% and of self finance scheme
were 20%.

41
 Figure: 18
Part time Job

40.00%
35%
35.00%
30.00% 27.50%
25.00% 22.50%
regular
20.00%
15% self finance
15.00%
10.00%
5.00%
0.00%
yes no

Figure: 18 shows the status of part time job of students, in which those
students have part job of regular scheme were 22.5% and of self finance
scheme were 35%, and those students who were not doing part job students
of regular scheme were 27.5% and of self finance scheme were 15%.

42
 Figure: 19
study time after school off

25%

20%
20%
17.50%
15% 15% 15%
15%
regular
self finance
10%
7.50% 7.50%

5%
2.50%

0%
more than 4 more than 3 more than 2 more than 1
hrs hrs hrs hr

Figure: 19 shows the status of study time after school off of students, in
which those students were studying more than 4 hours of regular scheme
were 15% and of self finance scheme were 2.5%, those students were
studying more than 3 hours of regular scheme were 7.5% and of self finance
scheme were 15%, those students were studying more than 2 hours of
regular scheme were 20% and of self finance scheme were 17.5%, those
students were studying more than 1 hour of regular scheme were 7.5% and
of self finance scheme were 15%.

43
 Figure: 20
using internet facilities

40.00% 37.50%

35.00%
30%
30.00%

25.00%
20% regular
20.00%
self finance
15.00% 12.50%

10.00%

5.00%

0.00%
yes No

Figure: 20 shows the status of students those were using internet facilities, in
which those students were using of regular scheme were 12.5% and of self
finance scheme were 20%, those students were not using of regular scheme
were 37.5% and of self finance scheme were 30%.

44
 Figure: 21
using concerned books

45% 40%
40% 35%
35%
30%
25% regular
20% 15% self finance
15% 10%
10%
5%
0%
yes No

Figure: 21 shows the status of students those were using concerned books, in
which those students were using of regular scheme were 35% and of self
finance scheme were 40%, those students were not using of regular scheme
were 15% and of self finance scheme were 10%.

45
 Figure: 22
Appearance in class tests

25%
20% 20% 20%
20% 17.50%

15%
regular
10% 10%
self finance
10%

5% 3%
0.00%
0%
over 80% over 70% over 60% below 50%

Figure: 22 shows the status of appearance in class tests of students those

were appeared in class tests, in which those students were appeared over
80% of regular scheme were 10% and of self finance scheme were 10%,
those students were appeared over 70% of regular scheme were 20% and of
self finance scheme were 20%, those students were appeared over 60% of
regular scheme were 20% and of self finance scheme were 17.5%, those
students were appeared below 50% of regular scheme were 0% and of self
finance scheme were 2.5%.

46
 Figure: 23
Result of 1st Year Nursing Examination
35.00% 32.50%

30.00%

25.00% 22.50%
20.00%
20.00% regular
self finance
15.00% 12.50%

10.00%
2.50%
5%
5.00% 2.50% 2.50%

0.00%
on

on

le
on

ab
isi

isi
isi

lic
iv

iv
iv

pp
tD

a
1s

2n

3r

ot
N

Figure: 23 shows the status of result in first year nursing examination of

students, in which those students had got 1st division of regular scheme were
22.5% and of self finance scheme were 12.5%, those students had got 2nd
division of regular scheme were 20% and of self finance scheme were
32.5%, those students had got 3rd division of regular scheme were 5% and
of self finance scheme were 2.5%, those students hadn’t got any division of
regular scheme were 2.5% and of self finance scheme were 2.5%.

47
 Figure: 24
class lecture attendance

17.50%
18.00%
16.00% 15% 15.00%
14.00% 12.50% 12.50%
12.00%
10.00% 10.00%
10.00%
Regular
8.00% 7.50%
self finance
6.00%
4.00%
2.00%
0.00%
50-60 60-70 70-80 80-90

Figure: 24 shows the status of class lecture attendance of students, in which

those students who attended classes between 50-60% of regular scheme
were 7.5% and of self finance scheme were 10%, those students who
attended classes between 60-70% of regular scheme were 15% and of self
finance scheme were 12.5%, those students who attended classes between
70-80% of regular scheme were 17.5% and of self finance scheme were
12.5%, those students who attended classes between 80-90% of regular
scheme were 10% and of self finance scheme were 15%.

48
 Figure: 25
Teching methodlogy used

50.00% 47.50%
45.00% 40%
40.00%
35.00%
30.00%
regular
25.00%
self finance
20.00%
15.00%
10.00% 2.50%
5.00% 2.50% 2.50% 2.50% 2.50%
0.00% 0.00% 0.00%
0.00%
n
e

ng

ve
ps
ur

sio

bo
ta

yi
ct

us

la

a
o
le

de

p
sc

he
le
di

vi

ft
ro

lo
al

Figure: 25 shows the status of teaching methodology was used, the lecture
method was used, the students response of regular scheme were 47.5% and
of self finance scheme were 40%, the discussion method was used, the
students response of regular scheme were 2.5% and of self finance scheme
were 2.5%, the video taps method was used, the students response of regular
scheme were 0% and of self finance scheme were 2.5%, the role play
method was used , the students response of regular scheme were0% and of
self finance scheme were 2.5%, the all of the methods were used , the
students response of regular scheme were0% and of self finance scheme
were 2.5%.

49
 Figure: 26
Teching methodlogy do you like

25%
20% 20%
20% 17.50%

15% 12.50% regular

10.00% self finance
10%
5.00% 5.00% 5%
5% 2.50%
2.50%

0%
n
e

ng

ve
ps
ur

sio

ta

bo
yi
ct

us

la
o

a
le

de

p
sc

he
le
di

vi

ft
ro

lo
al

Figure: 26 shows the status of teaching methodology do you like, in which

the students response regarding lecture method , the students response of
regular scheme were 20% and of self finance scheme were 20%, the students
response regarding discussion method like, the students response of regular
scheme were 12.5% and of self finance scheme were 17.5%, the students
response regarding video tap like, the students response of regular scheme
were 2.5% and of self finance scheme were 2.5%, the students response
regarding role play, the students response of regular scheme were 5% and of
self finance scheme were 5%, the all of the methods they were like , the
students response of regular scheme were 10% and of self finance scheme
were 5%.

50
 Figure: 27
Regular and punctual in studies

45.00% 40%
37.50%
40.00%
35.00%
30.00%
25.00% Regular
20.00% self finance
12.50%
15.00% 10.00%
10.00%
5.00%
0.00%
yes No

Figure: 27 shows the status of students regulatory and punctuality, in which

the students said we were regular and punctual, the students response of
regular scheme were 37.5% and of self finance scheme were 40%, in which
the students said we were not regular and punctual, the students response of
regular scheme were 12.5% and of self finance scheme were 10%,

51
 Figure: 28
Class test score

25.00%
20.00%
20.00% 17.50%
15.00%
15.00% 12.50% regular
10.00% 10.00%
10.00% self finance
5.00% 5.00%
5.00% 2.50% 2.50%
0% 0.00%
0.00%
90- 80- 70- 60- 50- below
100% 90% 80% 70% 60% 50%

Figure: 28 shows the status of class test score, in which test score of students
between 90-100% of regular scheme were 20% and of self finance were 0%,
the test score between 80-90% of regular scheme were 10% and of self
finance were 5%, the test score between 70-80% of regular scheme were
12.5% and of self finance were 15%, the test score between 60-70% of
regular scheme were 2.5% and of self finance were 17.5%, the test score
between 50-60% of regular scheme were 5% and of self finance were 10%,
the test score below 50% of regular scheme were 0% and of self finance
were 2.5%.

52
 CHAPTER: 5

Discussion

According to this study finding, the students of general nursing diploma

Programme 2nd year of regular scheme and self finance scheme student were
predominately unmarried young male of 18-27 years of age. This finding
reflects the usual composition of pre-licensing nursing educational
Programmes of any country (Figure: 3). the proportion of regular scheme
and self finance scheme students from urban and rural areas were almost
equal (figure: 4).
Majority of the students of regular scheme and self finance scheme (Total:
n-28: 70 % (Regular: 40% and self: 30%) were entered in basic nursing
diploma Programme after completing intermediate, where as only
n-7(17.5%) (Regular-5% and self- 12.5%) students the Programme after
matriculation and only 2 (5%) students entered the Programme after
bachelor degree and master degree respectively (Figure: 5).
Consistent of previous studies, entry qualification and previous academic
performance was not found significantly related to the academic
performance of the regular scheme and self finance scheme students in the
basic nursing diploma Programme 2nd year. 08, 11
the study can support the
notion that past academic performance could predict future academic
performance of the students.
The relationship between type of school and academic performance of the
students was significant (P<0.013). Adjusting the variables, the students of
public schools and the private schools had high result. The public school’s

53
student’s result was not better than the private schools student of regular
scheme and self finance scheme students(Figure: 7).
Another significant finding (P< 0.034) was Majority of the students (n-25:
62.5%)(regular: 40% and self finance: 22.5% ) entered in basic nursing
diploma Programme after a gap of 0-4 years (time lapse 0 means no gap
between last qualification and admission in basic nursing diploma
Programme)(Figure: 8) .
The significant finding (P< 0.025) was in the relationship between shortage
of teaching faculty(effects on the completion of course content) and the
academic performance of regular scheme and self finance scheme student.
Partial completed course could affect the academic performance of students.
The course of regular scheme was not completed but the academic
performance of regular scheme students was better than self finance scheme
students due to help and guideline and self study, because majority were
lived in hostel. Majority of course was completed due to availability of
faculty but the academic performance of self finance scheme students was
not better than regular scheme students. The all faculty of regular scheme
students were higher from different institutions but their academic
performance was not good (Figure: 11)
The relationship among colleagues and academic performance of regular
scheme and self finance scheme students was significant (P<0.046).
According this finding the academic performance of regular scheme students
was better than self finance scheme students because the regular scheme
student majority was lived in hostel and their relationships with colleagues
and seniors were better, so they discussed with colleagues, took help and
guideline from seniors so regular scheme students result was good than self
finance scheme students . The relationships between self finance scheme

54
student was not good due to they were lived in different areas and at
different places, so they couldn’t discuss during or before examination and
class tests preparation. That’s why the results of regular scheme were better
than self finance scheme students (Figure: 12).
Class test showed the highly significant difference (0.01) between the
academic performance of regular scheme and self finance scheme students,
according this test the academic performance of regular scheme student was
better than the self finance scheme students (Figure: 28).
Based on this analysis it can be stated that entry qualification, previous
academic performance, school type, time lapse, shortage of teaching faculty,
relationship among colleagues and class test score of the regular scheme and
self finance scheme students in the general nursing diploma Programme.

55
 CHAPTER # 06

Conclusions

6.1 Summary
The support and commitment of the administration; and if they take
steps to balance the demand for services with existing resources by
reviewing priorities, establishing appropriate limits, employing
innovative strategies, and practicing good self-care can increase the a
academic performance of the students. The need for counselors has
never been greater. They will continue to play an important role in
supporting the mission of higher education institutions by providing
counseling for students who are experiencing problems and assisting
them in achieving their educational and personal goals. There were
difference in academic performance of regular scheme and self
finance scheme students. The research showed the time lapse, school
type, faculty availability according to need, relationship among
colleagues, class test score were significant. In the end the academic
performance of regular were better than the self finance scheme
students of nursing 2nd year. The study concluded that the
academic performance of the regular scheme nursing
students is better than the self finance scheme nursing
students in the general nursing diploma Programme 2nd
year. My first hypothesis is proved that the academic
performance of the regular scheme nursing students is better than self-
finance scheme nursing students of general nursing diploma
Programme 2nd year by observing the results of regular scheme

56
 students with results of self finance scheme students. The second
hypothesis is not proved due the academic performance of self finance
scheme students is not better than regular scheme students
performance. Because: time lapse, type of school, incompletion of
course, relationship among colleagues.

6.2 Suggestion
Further research is warranted to identify the factors
responsible for remaining amount of variance in the
academic performance, as a large amount of variance
in the academic performance of the students remained
unexplainable. Research needs to be conducted to
explore the factors responsible for the difference in
academic performance of the regular scheme and self
finance scheme students in the schools of nursing.
Research studies should also be conducted to identify
the reasons of student failure and attrition. The effect
of critical thinking abilities, time management, financial
status, family and work responsibilities, and social
issues on success needs to be examined. The study
also recommends considering certain other factors such
as motivation towards nursing, aptitude tests during
the admission process, as these factors could affect the
regular scheme and self finance scheme students'
academic performance.

57
6.3 Limitation
This study was conducted in school of nursing sir C J
institute of psychiatry Hyderabad. Generalization of the
study is limited to the school of nursing sir C J institute
of psychiatry Hyderabad.

6.4 Conclusion
The study concluded that the academic performance of
the regular scheme nursing students is better than the
self finance scheme nursing students in the general
nursing diploma Programme 2nd year. My first
hypothesis is proved. Therefore, it is appropriate to
consider these variables in the admission and selection
of the nursing students.

58
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63
 APPENDIX- I
School of Nursing Sir C J Institute of Psychiatry Hyderabad
Consent Form
Name: _______________________________ Age: __________________

1. The procedure includes responding to do questionnaire.

2. The participants in this study take approximately 40 minutes.

3. Your participation in this project is entirely voluntary and there will
be no negative consequences if you refuse to participate in it,
withdraw from it, or refuse to answer certain questions.
4. The study data will be coded so it will not be linked to your name.

5. Your identification will not be revealed while the study is being

conducted or when the study is reported to publish.

6. The study data will be placed in secure place and not shared without

your permission.
Having understood the above information and after being given an
opportunity to have my questions answered, I agree to participate in this
study.

Signature of Participant______________________

64
Date______________

I have explained this study to above subject and have sought its
understanding for informed consent.

Investigators Signature__________________
Date_______________
APPENDIX – II
SCHOOL OF NURSING
SIR C J INSTITUTE OF PSYCHIATRY HYDERABAD
Title: A Comparative Study on the Academic Performance of Regular
Scheme and Self Finance Nursing Students of 2nd Year
QUESTIONNAIRE

Instruction: Please answer the following questions as sincerely and as

honestly as possible. Tick mark (√) the relevant option that reflects your
opinion.

A. Student’s Background
1. Name: __________________________
2. Age:
a. 18-22 Years
b. 23-27 Years
c. 28-32 Years
d. 33 Years and above
3. Marital Status:
a. Married

65
 b. Unmarried

c. Divorced
d. Widow
4. Locality:
a. Urban
b. Rural

5. Selection/admission Status
a. Regular Scheme
b. Self Finance Scheme
6. Qualification
a. Matriculation
b. Intermediate
c. Bachelor Degree
d. Master Degree
e. Another (Please State)____________________
7. Socioeconomic status:
a. Rich.
b. Middle class
c. Lower class
d. Poor
8. Types of previous school / college:
a. Public
b. Private
9. Time lapse (in years):
a. 0-4
b. 5-9

66
 c. 10-14
d. 15-19

B. Perception/Evaluation of Student’s Regarding Academic

Performance
1. Are you satisfied with the academic environment (in which you are
studying) of your school?
a. Most
b. More
c. Less
d. Not satisfied
2. Academic facilities are available in your Institute:
a. Library
b. Computer Lab
c. Demonstration Room
d. Lecture Hall
e. Audio Video Aids
f. All of the Above
g. Non of the Above
3. Have you some extra curricular activities if yes?
a. Cricket
b. Football
c. Wollyball
d. Table Tennis

67
 e. All of the Above
f. Non of the Above
g. Another (please state)_________________________
4. Teaching faculties are availaable :
a. Yes
b. No
5. Teaching faculties are availaable according to need :
a. Yes
b. No
6. Do you feel any difficulties during your academic period?
a. Shortage of books in library
b. Shortage of faculty in school
c. Incomplete delivery of lectures
d. Shortage of Audio Video Aids
e. All of the above
f. Non of the above
7. How is your relationship among your colleagues?
a. Better
b. Good
c. Average
d. Below average
e. Non of the above
8. In which grade you have passed your Matriculation examination?
a. A1 Grade
b. A Grade
c. B Grade
d. C Grade

68
 e. Not applicabble
9. In which grade you have passed your Intermediate examination?
a. A1 Grade
b. A Grade
c. B Grade
d. C Grade
e. Not applicabble
10.Where do you stay?
a. Hostel
b. Home
c. Hotel
d. On Rent
11.Have you any part time of job?
a. Yes
b. No
12.How much time do you give to study after school time?
a. More than 4 hours
b. More than 3 hours
c. More than 2 hours
d. More than 1 hour
13.Using internet facilities :
a. Yes
b. No
14.Using concerned referral Book:
a. Yes
b. No
15.How many percent you are appeared in your all class tests?

69
 a. Over 80%
b. Over 70%
c. Over 60%
d. Below 50%?

16.What is your division in your first year nursing examination?

a. 1st Division

b. 2nd Division

c. 3rd Division

d. Not applicable
17.What is the %age of lecture attendance of last year?
a. 50% - 60%
b. 60% - 70%
c. 70% - 80%
d. 80% - 90%
e. 90% and above
18.Which teaching method is used?
a. Lecture
b. Discussion
c. Videotapes
d. Role playing
e. Case studies
f. All of the above
g. Any other (please state)________________________
19.Which teaching method do you like?
a. Lecture

70
 b. Discussion
c. Videotapes
d. Role playing
e. Case studies
f. All of the above
g. Any other (please state)________________________
20.Are you regular and punctual in your studies?
a. Yes
b. No
21.Have you any problem which is affecting your studies such as?
a. Economically
b. Socially
c. Domestically
d. Communication barrier
e. Non of the above
22.Class Test score
a. 90-100%
b. 80-90%
c. 70-80%
d. 60-70%
e. 50-60%
f. below 50%

71