Abstract:
Making academics the top priority can harm relationships. Likewise, putting relationships ahead of studies can negatively impact a student's overall performance in learning. Therefore,finding the ideal balance between personal life and academics is essential. This study aims to determine the study-life balance of nurse learners at Benguet State University. It determines how study-life balance varies based on sex, year level, living arrangement, and academic standing.
The study utilized a descriptive-correlational design employing a quantitative survey design. 578 nurse learners from levels one to four were the study respondents. Weighted mean, independent samples T-test, ANOVA, and linear regression analysis were used to analyze and interpret the data.
Based on the findings, the nurse learners exhibit a low study-life balance, as evidenced by
an overall mean score of 2.44, indicating a widespread struggle among students. The investigation also revealed a significant difference in the study-life balance of nurse learners when grouped according to sex. Similarly, the finding suggests an association with nurse learners' study-life balance when grouped by year level. While regression analysis identified sex as a statistically significant predictor, the weak impact indicates that other factors likely play a more substantial role in influencing the study-life balance of nurse learners.
