Impact of Learners’ Readiness on Learning Experience Satisfaction among Health Sciences Students at Nguyen Tat Thanh University

Abstract

This study analyzes the impact of learners’ readiness on learning experience satisfaction among undergraduate students of three health sciences faculties at Nguyen Tat Thanh University, Ho Chi Minh City. A quantitative survey was conducted on 468 students from the faculties of Pharmacy, Nursing, and Laboratory Medicine Technique. Results have indicated that Learning Strategies (β = 0,321), Prior Knowledge (β = 0,308), and Self-Regulation (β = 0,258) had significant positive effects on student satisfaction, with Learning Strategies being the strongest predictor. Self-Efficacy (β = 0,185) also contributes positively, albeit to a lesser extent. These findings provide valuable insights for higher education institutions, particularly in the field of health sciences, to enhance student learning experience satisfaction by supporting students in developing effective learning strategies, improving self-regulation, and strengthening foundational knowledge. The study contributes to improve the education quality and prepare the students for their academic and professional careers.