From Silence to Voice: Predictors of Classroom Engagement Among Nursing Students in Sindh

Abstract

Classroom engagement is central to effective nursing education, yet many students remain silent due to psychological, linguistic, and contextual barriers. Evidence from low- and middle-income countries remains limited, highlighting the need to explore predictors of participation in nursing classrooms. This cross-sectional study investigated predictors of classroom engagement and barriers to participation among 200 undergraduate nursing students in Sindh, Pakistan, using validated questionnaires on student engagement, classroom environment, and perceived barriers. Data were analysed with descriptive statistics, Pearson correlation, multiple regression, and one way ANOVA. Most students were female (67.5%) and aged 18–23 years (82.5%). Confidence emerged as the strongest predictor of participation (β = .38, p < .01), followed by interactive teaching (β = .29, p < .01) and classroom environment (β = .25, p = .01). Barriers included shyness (70.0%), fear of peer judgment (60.0%), and language difficulties (52.5%). Participation increased significantly with academic year (F = 4.12, p = .007), with fourth-year students reporting higher engagement than first-year students. Findings reinforce Bandura's Social Cognitive Theory by demonstrating the reciprocal role of self-efficacy, environment, and pedagogy in shaping classroom behaviour. Multi-level interventions, including confidence-building, language support, interactive pedagogy, and curricular reforms, are needed to move nursing students "from silence to voice" in higher education.