Prevalence and Factors Associated with Learning Difficulties among University Students in Sarawak, Malaysia
Background: University students must learn rapidly and handle complex academic concepts, making it cru-cial to understand the prevalence of learning difficulties in this population. This study determines the preva-lence and factors associated with learning difficulties among university students. Me...
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| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Medsci Publications
2024
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| Subjects: | |
| Online Access: | http://ir.unimas.my/id/eprint/45500/1/View%20of%20Prevalence%20and%20Factors%20Associated%20with%20Learning%20Difficulties%20among%20University%20Students%20in%20Sarawak%2C%20Malaysia.pdf http://ir.unimas.my/id/eprint/45500/ https://www.njcmindia.com/index.php/file/article/view/4025 https://doi.org/10.55489/njcm.150820244025 |
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| Summary: | Background: University students must learn rapidly and handle complex academic concepts, making it cru-cial to understand the prevalence of learning difficulties in this population. This study determines the preva-lence and factors associated with learning difficulties among university students. Methods: This cross-sectional correlation study was conducted at Universiti Malaysia Sarawak and involved 546 undergraduate students using self-administered questionnaires. IBM SPSS version 28 was used for de-scriptive and multivariate analysis. Results: The most common difficulties were in expression (33.3%) and general study (34.0%). Age positively correlated with all difficulties, while gender effects were statistically insignificant (p>.05). A positive attitude significantly reduced reading, writing, and calculation difficulties (p<.001), whereas a negative attitude in-creased expression and general study difficulties (p<.001). Individual factors notably affected the expression and general study, teacher-related factors impacted reading, writing, and calculation, and environmental fac-tors increased difficulties across all domains (p<.001). Better previous academic performance was associated with fewer difficulties (p<.05). Conclusion: The study recommends strategies to improve student attitudes, address individual, teacher-related, and environmental factors, and promote academic performance. Future research should explore dif-ferent educational systems and the role of gender in learning difficulties. |
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