This study revealed that the overall mean score of student perception towards the learning environment was within the more positive than negative category among all the state universities. Furthermore, the two Sri Lankan state universities; University of Ruhuna and Eastern University have been conducted similar studies in the years of 2012 and 2016 by using DREEM questionnaire as a study tool to determine the learning environment. The result was revealed that the mean overall DREEM score were 109 and 111 in the University of Ruhuna and Eastern University respectively [10, 11]. However, the present study has also included both state universities which are named in arbitrary order A-F. The outcome of the study was, the mean overall DREEM scores were comparatively higher than the mean scores in previous studies in both universities. Therefore, considerable improvement has been taken placed in the learning environment during the last 5 years' time.
DREEM subdomain of Student Perception of learning (SPL) represented the more positive status among all state universities. It indicates that in learner’s opinion, the teaching practices in these universities were stimulating, dedicated and motivates students to become active and lifelong learners [7]. The Student Perception of teachers (SPT) showed that students believed their teachers are moving in the right direction. It indicates that Student Perception that teachers are using the right techniques and methods. They have good communication skills with students and parents and secondly, teachers provide constructive feedback to the student. In Student's academic self-perceptions (SASP) was the third domain and the findings revealed that it was in a more positive direction. That indicates Student’s had more positive ideas and opinions on the implemented curriculum of each university [7]. The Student's Perception to the atmosphere (SPA) and Social Self-Perception (SSP) was stood at more positive attitudes and not a bad level respectively, which indicate the presence of positive learning environment in state universities [7].
Furthermore, BSc. Nursing degree programs in Sri Lankan state universities are far better than some Asian, African and South American countries. The overall mean score of DREEM questionnaire was 113, 112 and 106 among some medical faculties in Iran, Korean and Kuwait in the years of 2019, 2015 and 2009 respectively [12–14]. Moreover, some African and South American countries such as Nigeria and Trinidad medicine programs were also observed the lower mean scores when compared to the Sri Lankan nursing degree programs in state universities, however, these studies were carried out in the years of 2001 and 2003. Therefore, the recent scores might be compatible with the Sri Lankan state universities [15, 16].
However, the nursing programs conducting in the South Asian regional countries such as Pakistan, Nepal, and Indonesia were identified that the all mean overall DREEM scores were just above 120 in recent past and compatible with Sri Lankan status [16–19]. Furthermore, Australia also has shown the compatible results in the field of dentistry when compared to South Asian region BSc. Nursing degree programs [20]. Achieving higher DREEM score may depend on more student-centred curricular, modified problem-based learning outcomes and effective combination of resources [21].
Furthermore, the few statements of SPL, SPT, SASP and SSP subdomains have been identified some problematic areas of perception of learning environment in the current study. While the SPT subdomain was comparatively problematic in the current study, by 2012 the SASP subdomain was shown more problems among Sri Lankan nursing undergraduates [10, 11].
Gender, transportation mode and participating in extra-curricular activities have been identified as associated factors of learning environment in the present study. However, male undergraduates was observed the higher mean DREEM score in the present study while female was observed the higher mean score in the public school of medicine, Brazil. Additionally, factors such as age and monthly income were the other associated factors which were not significant in the present study [22]. Similar to the present study, the Indian and Canadian studies revealed that the lower DREEM score was observed among female when compared to male undergraduates [23, 24].
However, there was some limitation in this study. The present study only assessed the limited demographic variables as associated factors but, there are many other predictors which are not included in this study that might be associated factors for the learning environment.