Impact of pharmacology perception and learning strategies on academic achievement in undergraduate pharmacy students.

Pharmacology is a cornerstone of pharmacy education, bridging biomedical sciences with clinical application. Understanding students' perceptions of pharmacology's relevance can influence their learning strategies and academic performance. Despite its significance, gaps remain in understanding how different learning strategies impact pharmacology education. This study aimed to assess the perceived role of pharmacology education, the learning strategies adopted by undergraduate pharmacy students, and their impact on academic achievement across different academic years. Additionally, internal consistency and factor load analysis of the applied questionnaire were evaluated to ensure reliability. A cross-sectional study was conducted at the University of Gondar from June 1, 2024, to August 30, 2024, involving 210 undergraduate pharmacy students from second to fifth year. Data were collected using a structured, self-administered questionnaire that assessed demographics, perceptions of pharmacology, learning strategies, and academic achievement. Descriptive and inferential statistics, including Pearson's correlation, multiple regression analysis, internal consistency (Cronbach's alpha), and factor load analysis, were performed using SPSS version 26. The study included 120 male (57.1%) and 90 female participants (42.9%). Participants reported engaging in deep learning strategies (mean score: 3.75) more frequently than surface learning strategies (mean score: 2.85). A strong positive correlation (r = 0.72, p < 0.01) was found between academic achievement and deep learning strategies, while surface learning showed a negative correlation (r = -0.34, p < 0.01). One-way ANOVA revealed significant differences in deep learning strategy use across academic years (F = 5.23, p = 0.002). Factor load analysis confirmed that the questionnaire effectively captured constructs related to pharmacology perceptions and learning strategies, with a Cronbach's alpha of 0.85, indicating good internal consistency. The findings highlight the importance of pharmacology in pharmacy education and its impact on academic success. Encouraging deep learning strategies and enhancing students' perceptions of pharmacology may improve educational outcomes. Future research should incorporate longitudinal studies to track changes in learning strategies over time and assess the long-term impact of pharmacology education.