RUAHA CATHOLIC UNIVERSITY

This study explored the impact of cognitive dissonance on learning effectiveness among university students in Dar es Salaam. Specifically, the study assessed on whether a relationship exists between cognitive dissonance and of students effective learning. Additionally, it proposed strategies that educators and institutions can adopt to minimize the negative influence of cognitive dissonance on students’ academic performance.The study employed a mixed-methods research approach, featuring an embedded design within a descriptive cross-sectional framework, combining quantitative data from 83 stratified undergraduate students with qualitative insights from three purposively selected student deans.Learning effectiveness was assessed through students’ selfreported academic engagement, confidence in understanding course material, and emotional resilience in the face of academic challenges. Three emotional indicators were used to capture responses to cognitive dissonance: guilt or self-doubt following academic failure, psychological stress resulting from mismatched study habits, and emotional reactions to repeated poor performance such as discouragement or the urge to give up. Findings revealed that these emotional responses impair learning effectiveness by reducing motivation, confidence, and sustained academic engagement. Students emphasized the need for active learning techniques, structured teaching, emotional support, and early intervention to improve academic resilience. The study recommends that universities integrate emotional resilience programs and early intervention mechanisms, adopt active learning methodologies, enhance instructional clarity, and expand psychosocial support services. These measures can foster a more inclusive and effective learning environment for students navigating academic dissonance.

academic support, cognitive dissonance, higher education, learning effectiveness, university students