Correlation of Academic Performance with Motivation, Learning Strategies and Resources Management Scales among a Batch of Pharmacy Students, National Ribat University, Khartoum, Sudan

Background: Motivation, including intrinsic and extrinsic motivations together with self – efficacy, is an important issue that affects college students’ effort towards excellence and is worth studying. Such studies may offer guidance for coaching under-performing students. However, few studies world-wide are reported concerning the effect of motivation on students’ academic performance. In Sudan, according to the literature survey, no such studies are reported. In this study the academic performance of a batch of pharmacy students in relation to motivation, learning strategies and resources management was assessed. Methods: This was a cross- sectional, institution facility based study targeted 91 pharmacy students by the end of biochemistry course in semester 5, academic year 2022-2023. Self-administered questionnaire of the 81-item ‘Motivated Strategies for Learning’ was used to collect data. Data were then tabulated and analyzed using Microsoft Excel version 16.0. Results: Sixty eight completed questionnaire forms were received There was significant correlations of self-efficacy for learning (r=0.3045, p= 0.02) and metacognitive self-regulation (r=0.2289, p= 0.05) with academic performance in the biochemistry course. Weak non-significant correlations were obtained with all the rest of items of motivation (r= -0.1878 to -0.1878), learning strategies (r= -0.0109 to 0.0764 ) and resources management (r= -0.1286 to 0.1103 ). Conclusion: According to students’ scores on the components of the questionnaire, some of them showed positive attitude towards learning, however, this attitude did not reflect on their academic outcome. We recommend continuous college students education and evaluation by tutors and social workers on the issues of motivation, learning strategies and resources management.