Undergraduate thesis (Bachelor of Science in Nursing) - - Foundation University, 2025.

Includes bibliographical references and appendices.

Abstract
The study aimed to determine the perceptions of second-year nursing students at
Foundation University regarding peer learning and solo learning in both academic
and clinical settings. A quantitative descriptive research design was utilized,
employing a structured survey questionnaire as the primary data-gathering
instrument. The respondents of the study were 100 second-year nursing students
selected through convenience sampling. Data were analyzed using descriptive
statistical tools such as frequency, percentage, mean, and ranking to describe
students' perceptions of the two learning approaches. The findings revealed that peer
learning was perceived to enhance students' confidence, communication skills,
collaborative engagement, and understanding of complex topics, while also helping
reduce stress through social and emotional support. However, challenges such as
mismatched learning preferences, scheduling conflicts, and unequal participation
were identified. On the other hand, solo learning was valued for promoting focus,
independence, self-paced learning, and critical thinking, though it was associated
with limited social interaction, reduced motivation, and delayed feedback. The study
concludes that both peer and solo learning contribute significantly to nursing
students' academic development and clinical preparedness. An integrated learning
approach that combines both strategies is recommended to address diverse learning
needs and support the development of competent and adaptable nursing
professionals.
Keywords: nursing students' perception, peer learning, solo learning, learning
strategies, student perceptions, academic performance