The Satisfaction-Success Paradox: Online Distance Learning Outcomes among Nursing Students during the COVID-19 Pandemic.
DOI:
https://doi.org/10.70672/z6w9p446Keywords:
Online distance learning, GPA, Academic performance, COVID-19, Nursing education, Student satisfactionAbstract
Introduction: The COVID-19 pandemic triggered an abrupt global transition to Online Distance Learning (ODL), posing significant challenges for nursing education, which depends heavily on hands-on clinical experiences. Although nursing students reported varying degrees of satisfaction with online learning, the extent to which these perceptions influenced academic success remained unclear. Methods: A cross-sectional study was conducted among 164 undergraduate nursing students at Universiti Kuala Lumpur Royal College of Medicine Perak (UniKL RCMP) between August 2023 and January 2024. Participants completed a sociodemographic questionnaire, a validated 20-item Learning Satisfaction Scale, and provided their cumulative Grade Point Average (GPA). Descriptive statistics were used to summarise participant characteristics and satisfaction levels, while Spearman’s rank-order correlation assessed the relationship between learning satisfaction and academic performance. Results: Most participants were female (82.3%) and aged between 18 and 25 years (93.3%). The majority reported average internet stability (62.2%) and financial burden (63.4%) during ODL. Overall, 70.7% of students demonstrated moderate learning satisfaction, while 29.3% expressed low satisfaction. The mean GPA was 3.37 ± 0.32, with 60.4% achieving satisfactory and 34.7% excellent performance. Correlation analysis revealed no significant association between total learning satisfaction and GPA (rs = 0.033, p = 0.672), indicating that satisfaction did not influence academic performance. Conclusion: Although nursing students maintained satisfactory academic results, their overall learning satisfaction remained moderate. Academic performance during ODL may have been shaped more by motivation, adaptability, and institutional support. Continuous improvement in instructional design, interaction, and learner support is vital to enhance satisfaction and academic outcomes in future blended or online nursing education.
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