Determination of Metacognitive Learning Strategies and Academic Performance of Nursing Students: A Descriptive-correlational Study

Objective: The study was conducted to assess the correlation between approaches to metacognitive learning and the academic achievement of nursing students and identify variables that predict academic performance. Methods: This study applied quantitative methods and employed correlational and descriptive approaches. The study was conducted during the 2023–2024 academic year and involved a sample of 215 nursing students. Statistical testing encompassed descriptive statistics, correlation analyses, and regression analysis of multiple variables. Results: The level of metacognitive learning strategies was moderate. The correlation analysis revealed a positive and significant correlation between students’ overall metacognitive learning strategies scale score and academic performance (r (213) = 0.742, p < 0.001). Multiple logistic regression analyses found metacognitive learning strategies, the number of classes, and age significant predictors of cumulative grade point averages. Conclusion: This study underscores the need for focused interventions and support networks to increase nursing students’ understanding and implementation of effective learning techniques. The findings can empower curriculum makers to explore integrating evidence-based teaching practices customized to students’ learning preferences, thereby maximizing academic engagement and accomplishment. Clinical educators can also use these findings to incorporate active learning methodologies and scenarios to increase metacognitive awareness, enhancing nursing students’ learning experience.