Table 2. Results of Questionnaire.
| Items | Strongly Agree | Agree | Neutral | Disagree | Strongly Disagree | Mean | Remarks |
|---|---|---|---|---|---|---|---|
| Factors related to the student | 3.17 | ||||||
| 1. My social life is good. | 192(19%) | 608(60.3%) | 137(13.6%) | 63(6.3%) | 8(0.8%) | 3.91 | Uninfluential |
| 2. My admission to the pharmacy faculty was in accordance with my parents' wishes. * | 98(9.7%) | 143(14.2%) | 181(18%) | 470(46.6%) | 116(11.5%) | 3.36 | Neutral |
| 3. I receive sufficient support from my family in my studies. | 423(42%) | 449(44.5%) | 95(9.4%) | 31(3.1%) | 10(1%) | 4.23 | Very Uninfluential |
| 4. I have the ability to manage my time well. | 16(1.6%) | 100(9.9%) | 207(20.5%) | 369(36.6%) | 316(31.3%) | 2.14 | Influential |
| 5. In faculty, I am able to ask the questions I want. | 118(11.7%) | 377(37.4%) | 272(27%) | 207(20.5%) | 34(3.4%) | 3.34 | Neutral |
| 6. I am able to concentrate well on learning. | 104(10.3%) | 373(37%) | 388(38.5%) | 126(12.5%) | 17(1.7%) | 3.42 | Uninfluential |
| 7. Working while attending university is an additional burden and negatively affects learning. * | 57(5.7%) | 334(33.1%) | 265(26.3%) | 241(23.9%) | 111(11%) | 3.01 | Neutral |
| 8. I find it difficult to study regularly. * | 329(32.6%) | 461(45.7%) | 115(11.4%) | 91(9%) | 12(1.2%) | 2.00 | Influential |
| Factors related to the Lecturer | 3.06 | ||||||
| 9. The lecturers in the pharmacy faculty have good learning skills. | 133(13.2%) | 440(43.7%) | 323(32%) | 97(9.6%) | 15(1.5%) | 3.57 | Uninfluential |
| 10. The lecturer explains the scientific material in a good and clear manner. | 94(9.3%) | 456(45.2%) | 349(34.7%) | 93(9.2%) | 16(1.6%) | 3.51 | Uninfluential |
| 11. The lecturer provides me with suitable and effective learning opportunities | 69(6.8%) | 252(25%) | 293(29.1%) | 359(35.6%) | 35(3.5%) | 2.96 | Neutral |
| 12. The lecturer treats all students fairly. | 89(8.8%) | 396(39.3%) | 282(28%) | 180(17.9%) | 61(6.1%) | 3.27 | Neutral |
| 13. There is sufficient motivation from the lecturers. | 52(5.1%) | 178(17.7%) | 278(27.6%) | 435(43.2%) | 65(6.4%) | 2.72 | Neutral |
| 14. The lecturer responds to students' questions during lectures. | 157(15.6%) | 629(62.4%) | 187(18.6%) | 29(2.9%) | 6(0.6%) | 3.89 | Uninfluential |
| 15. The role of the lecturer is indoctrinated. * | 289(28.7%) | 346(34.3%) | 243(24.1%) | 104(10.3%) | 26(2.6%) | 2.82 | Neutral |
| 16. The lecturers attend regularly and are absent only for compelling reasons. | 358(35.5%) | 522(51.8%) | 94(9.3%) | 31(3.1%) | 3(0.3%) | 4.19 | Uninfluential |
| 17. There is no interest from the lecturers in the students' academic problems. * | 274(27.2%) | 356(35.3%) | 232(23%) | 117(11.6%) | 29(2.9%) | 2.28 | Influential |
| 18. The lecturer uses traditional teaching methods. * | 352(34.9%) | 381(37.8%) | 200(19.8%) | 63(6.3%) | 12(1.2%) | 2.01 | Influential |
| Factors related to the educational environment | 2.50 | ||||||
| 19. Cheating is considered a problem in the pharmacy faculty. * | 152(15.1%) | 210(20.8%) | 258(25.6%) | 345(34.2%) | 43(4.3%) | 2.92 | Uninfluential |
| 20. There is discrimination among students based on gender. * | 82(8.1%) | 148(14.7%) | 194(19.2%) | 449(44.5%) | 135(13.4%) | 3.40 | Uninfluential |
| 21. Lectures are consecutive without breaks. * | 187(18.6%) | 282(28%) | 337(33.4%) | 182(18.1%) | 20(2%) | 2.57 | Neutral |
| 22. Teaching in the pharmacy faculty is teacher-centered. * | 319(31.6%) | 310(30.8%) | 224(22.2%) | 140(13.9%) | 15(1.5%) | 2.23 | Neutral |
| 23. There is a repetition of topics between courses. * | 368(36.5%) | 339(33.6%) | 157(15.6%) | 137(13.6%) | 7(0.7%) | 2.08 | Neutral |
| 24. Some practical courses are taught purely theoretically manner. * | 654(64.9%) | 266(26.4%) | 42(4.2%) | 42(4.2%) | 4(0.4%) | 1.49 | Uninfluential |
| 25. Classrooms are not adequately prepared to deliver scientific material. * | 358(35.5%) | 181(18%) | 183(18.2%) | 246(24.4%) | 40(4%) | 2.43 | Neutral |
| 26. The practical laboratories are well- equipped. | 94(9.3%) | 208(20.6%) | 183(18.2%) | 420(41.7%) | 103(10.2%) | 2.77 | Uninfluential |
| 27. The university provides internet and electronic resources for academic and study purposes. | 33(3.3%) | 69(6.8%) | 111(11%) | 388(38.5%) | 407(40.4%) | 1.94 | Influential |
| 28. The educational process is student-centered. | 99(9.8%) | 274(27.2%) | 243(24.1%) | 315(31.3%) | 77(7.6%) | 3.00 | Neutral |
| 29. The faculty administration aims for long-term and continuous learning. | 75(7.4%) | 304(30.2%) | 269(26.7%) | 315(31.3%) | 45(4.5%) | 3.05 | Neutral |
| 30. The objectives of the educational program are clear. | 53(5.3%) | 265(26.3%) | 270(26.8%) | 371(36.8%) | 49(4.9%) | 2.90 | Neutral |
| 31. The curriculum in the pharmacy faculty aims to develop skills in students, not just knowledge. | 62(6.2%) | 179(17.8%) | 180(17.9%) | 309(30.7%) | 278(27.6%) | 2.44 | Influential |
| 32. The educational curriculum in the faculty of Pharmacy aims to develop the behavior of pharmacy students. | 63(6.3%) | 165(16.4%) | 214(21.2%) | 296(29.4%) | 270(26.8%) | 2.46 | Influential |
| 33. The curriculum in the Pharmacy faculty lacks modernity. * | 465(46.1%) | 290(28.8%) | 147(14.6%) | 85(8.4%) | 21(2.1%) | 1.92 | Influential |
| Factors related to the Exams | 2.53 | ||||||
| 34. During exams, I feel extreme stress. * | 277(27.5%) | 410(40.7%) | 198(19.6%) | 107(10.6%) | 16(1.6%) | 2.18 | Influential |
| 35. I feel anxious when I have to prepare for exams. * | 282(28%) | 488(48.4%) | 154(15.3%) | 75(7.4%) | 9(0.9%) | 2.05 | Influential |
| 36. I only study during the final exam period. * | 206(20.4%) | 353(35%) | 191(18.9%) | 230(22.8%) | 28(2.8%) | 2.52 | Influential |
| 37. I strive in my studies to achieve excellent grades, not just success. | 322(31.9%) | 362(35.9%) | 189(18.8%) | 118(11.7%) | 17(1.7%) | 3.85 | Uninfluential |
| 38. Exams in the pharmacy faculty only measure the student's memorization. * | 393(39%) | 337(33.4%) | 132(13.1%) | 131(13%) | 15(1.5%) | 2.05 | Influential |
| 39. Exam questions are set in a clear and comprehensive manner. | 50(5%) | 162(16.1%) | 264(26.2%) | 442(43.8%) | 90(8.9%) | 2.64 | Neutral |
| 40. The final exam in the Pharmacy faculty is the sole criterion for evaluating students. * | 245(24.3%) | 300(29.8%) | 154(15.3%) | 226(22.4%) | 83(8.2%) | 2.61 | Neutral |
| 41. Exams in the pharmacy faculty are unfair. * | 271(26.9%) | 286(28.4%) | 268(26.6%) | 154(15.3%) | 29(2.9%) | 2.39 | Influential |
| Factors related to the Syrian Crisis | 1.96 | ||||||
| 42. The electricity crisis hinders my learning process. * | 390(38.7%) | 439(43.6%) | 103(10.2%) | 68(6.7%) | 8(0.8%) | 1.87 | Influential |
| 43. There are transportation difficulties to and from the university. * | 462(45.8%) | 350(34.7%) | 106(10.5%) | 82(8.1%) | 8(0.8%) | 1.83 | Influential |
| 44. The economic conditions negatively impact my learning process. * | 372(36.9%) | 391(38.8%) | 149(14.8%) | 88(8.7%) | 8(0.8%) | 1.98 | Influential |
| 45. The war had a negative psychological impact on my academic achievement. * | 259(25.7%) | 279(27.7%) | 295(29.3%) | 157(15.6%) | 18(1.8%) | 2.40 | Influential |
| 46. Some male students fail exams to gain a longer deferral period for mandatory service. * | 383(38%) | 410(40.7%) | 182(18.1%) | 26(2.6%) | 7(0.7%) | 1.87 | Influential |
| 47. Residential instability affects academic performance. * | 374(37.1%) | 390(38.7%) | 175(17.4%) | 55(5.5%) | 14(1.4%) | 1.95 | Influential |
| 48. The crisis causes a decline in motivation towards learning. * | 398(39.5%) | 428(42.5%) | 124(12.3%) | 49(4.9%) | 9(0.9%) | 1.85 | Influential |
*
Scoring was reversed for negative statements.