Factors Contributing to the Students Academic Performance: A Case Study of Islamia University Sub- Campus
01 Aug 2013-American Journal of Educational Research (Science and Education Publishing)-Vol. 1, Iss: 8, pp 283-289
TL;DR: In this paper, the authors investigated the factors affecting academic performance of graduate students of Islamia University of Bahawalpur Rahim Yar Khan Campus and found that age, age, father/guardian social economic status and daily study hours significantly contribute to the academic performance.
Abstract: The present research study was design to investigate the factors affecting academic performance of graduate students of Islamia University of Bahawalpur Rahim Yar Khan Campus. The variables under consideration were the academic performance (student’s grades/marks) as a dependent variable and the gender, age, faculty of study, schooling, father/guardian social economic status, and residential area, medium of schooling; tuition trend, daily study hours and accommodation trend were independent variables. The data were collected from 100 students through separate structured questionnaire from different departments of Islamia University of Bahawalpur, Rahim Yar Khan Campus using the simple random sampling technique. For analysis, linear regression model, correlation analysis, and descriptive analysis were used. The findings revealed that age, father/guardian social economic status and daily study hours significantly contribute the academic performance of graduate students. A linear model was also proposed that will be helpful to improve the academic performance of graduate students at University level.
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TL;DR: In this article, a study was conducted to examine different factors influencing the academic performance of students in a tertiary institution in Singapore and the results showed that factors such as gender, age, nationality of student, co-curricular activities and an interest in pursuing higher degrees affected students' academic scores.
Abstract: This study was conducted to examine different factors influencing the academic performance of students in a tertiary institution in Singapore. The main method of data collection was a semi-structured questionnaire administered to 144 students. The specific objectives of the study were to determine if factors such as gender, age, nationality of student, part-time employment, extracurricular activities and interest in pursuing higher studies affected academic success. The study also examined the learning methods used by students and how these affected their academic scores. The students’ cumulative Grade Point Average (cGPA) was used as a measure of academic performance. The data were analyzed quantitatively and the results showed that factors such as gender, nationality of student, co-curricular activities and an interest in pursuing higher degrees affected students’ academic scores. The use of past year examination papers as a learning method improved students’ academic scores compared to other methods.
87 citations
Cites background from "Factors Contributing to the Student..."
...Some of these factors include class attendance [4], age, learning styles or preferences [5], gender [6], class size [7], entry qualifications [8], family income [9],...
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TL;DR: The major finding of the present study suggests that combining several MPUB variables may be more effective than focusing on individual MPUB variable when investigating the relationship between SAP and their MPUB.
Abstract: We addressed two shortcomings in the existing studies that focused on the association between students' academic performance (SAP) and their mobile phone use behaviors (MPUB) in this study by conducting a self-report, student-based cross-sectional study in two Nigerian universities between February and March 2014. We collected the data for the study from 286 students in the two universities using a convenience-based sampling approach. The data were analyzed using fsQCA version 2.0 and hierarchical linear (blocked) regression (HLR). The HLR results reveal that time spent calling on phone was the only significant predictor of SAP out of the seven MPUB variables (addiction, distraction, dependence, multitasking, time spent calling, time spent using social networking sites and perception on the effect of MPUB on SAP) considered. It further revealed that students' hours of study per day explains more of the variations in SAP than their MPUB. More so, none of the MPUB variables individually meets the minimum consistency score of .85, indicating that no single MPUB variable is by itself sufficient to influence SAP. However, implementing the MPUB variables as a configuration reveals that there are three pathways to attaining high academic achievements. The major finding of the present study suggests that combining several MPUB variables may be more effective than focusing on individual MPUB variables when investigating the relationship between SAP and their MPUB. fsQCA is applied for the first time to study the relationship between MPUB and SAP.Use of a single MPUB variable is not sufficient to influence SAP.Awareness of the negative effect of MPUB is necessary for students success but not sufficient.Hours of study per day explains more of the variations in SAP than their MPUB.
50 citations
TL;DR: In this paper, the authors describe the perceptions of enrolled student nurses on factors influencing their academic performance in a private nursing school in KwaZulu-Natal, South Africa.
Abstract: Background: The success of any educational institution is measured by its academic performance or how well students meet the standards set out. Currently, nursing students’ academic failure is a phenomenon of growing international interest because of its economic impact and its negative effects on the availability of future nurses in different health care systems. Factors identified as influencing the academic performance of students include the socio-economic background of parents or guardians, lecturer–student relationships, academic support services, demographic factors, quality of nurse educators, availability of facilities in the school, the language of instruction and level of entry qualifications of students.
Objectives: The purpose of this study was to describe the perceptions of enrolled student nurses on factors influencing their academic performance in a private nursing school in KwaZulu-Natal, South Africa.
Method: Data were collected from 100 respondents using an adapted instrument related to the factors believed to influence students’ academic performance.
Results: The results showed that parental involvement in education, good and supportive relationships between nurse educators and students, classroom computer technological gadgets, internet connection and adequate learning facilities were perceived as fostering better academic performance of students. In contrast, poor family background, use of English language for classroom instruction as well as negative peer group influences were leading to poor academic performance.
Conclusion: Nursing institutions should, therefore, select students with higher-level entry qualifications, early identify at-risk students, recruit more qualified nurse educators and upgrade their facilities.
38 citations
Cites background from "Factors Contributing to the Student..."
...…learning performance of students: age (Blackman et al. 2007:232), gender, school education, residential area students come from, medium of instruction in schools, tuition trends, daily study hours, accommodation and the socio-economic background of the parents or guardians (Ali et al. 2013:284)....
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TL;DR: In this paper, a mixed-methods research design was used to compare the two approaches of a traditional lecture and flipped classroom, and the results indicated a statistically significant difference in students' academic performance for the flipped classroom group.
Abstract: This study aimed to investigate the effectiveness of a flipped classroom for students' academic performance and satisfaction. A mixed-methods research design was used to compare the two approaches of a traditional lecture and flipped classroom. Data were gathered via an achievement test, survey questionnaire and interviews, and then analysed. The results indicated a statistically significant difference in students' academic performance for the flipped classroom group. Additionally, almost all students had a high level of satisfaction in the flipped classroom and generally enjoyed learning in the flipped classroom environment. Online materials, peer discussions and the instructor's role were fundamental elements that produced high-quality learning and active learners. However, few students reported some issues that considered as the main obstacles encountered by some students, which were the week computer skills and time-consuming tasks. This study's implications and recommendations for further research are discussed.
36 citations
TL;DR: The identified factors significantly impact on the academic performance of student nurses and can be used by school administrators and teachers alike as basis in designing and implementing an intervention program geared towards an improved academic performance among student nurses.
Abstract: The academic performance of the student nurses is by the assessment of competence, defined by a student’s ability to demonstrate the performance of professional skills or behaviors. Despite its predictabilities, there is no study has been undertaken to determine the factors affecting the academic performance of student nurses in the Kingdom of Saudi Arabia. This study employed a quantitative-correlational design. There were 201 student nurses from the College of Nursing at University of Hail selected using convenience sampling. A modified survey questionnaire was utilized to gather data. The said questionnaire was subjected to pilot testing. Content validation and reliability test were conducted using a Cronbach Alpha which revealed a value of 0.940. Four types of factors such teacher-related with a mean 4.16, student-related (3.85), school-related (3.85), and home-related factors (3.54) were observed to have varying extent of effect on the academic performance of student nurses. Likewise age, gender, year level, marital status, socio-economic status and previous school attended by the student nurses showed varying extent of influence on their academic performance. A significant difference in the extent of effect gender has on the academic performance of student nurses as indicated by a t -value of 3.591 been revealed. Whereas, no significant difference was observed on the extent of effect type of school attended had on the academic performance of the student nurses as indicated by a t -value of 0.846; p -value: .398, age ( t -value: 1.768; p -value: .155); year level ( t -value: 0.530; p -value: .589); marital status ( t -value: 1.813; p -value: .166), and socio-economic status ( t -value: 0.031; p -value: .970). The identified factors significantly impact on the academic performance of student nurses. This finding is significant as it can be used by school administrators and teachers alike as basis in designing and implementing an intervention program geared towards an improved academic performance among student nurses.
31 citations
Cites background from "Factors Contributing to the Student..."
...Schools without basic facilities and resources such as prescribed textbooks often have low academic performance.[30] Owoeye and Yara[31] stipulate that the main purpose of a school library is to make all books, periodicals and other reproduced materials available to the students....
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References
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24 Jul 2009
TL;DR: A creation system and method for creating routines for teaching comprehension are described, which identifies the skill to be taught, determines one or more features for the identified skill and determines a sequence of routines based on the determined features.
Abstract: A creation system and method for creating routines for teaching comprehension are described. The system identifies the skill to be taught, determines one or more features for the identified skill and determines a sequence of routines based on the determined one or more features. A performance system and method for performing the determined routines are also described. The performance system identifies the skill to be taught, determines the sequence of routines for the skill and presents the sequence to the learners. The performance system also provides feedback to the learners for their responses and modifies the sequence of routines based of the learners' responses.
773 citations
"Factors Contributing to the Student..." refers background in this paper
...They also cited Pearson and Johnson (1978) who observed that on the whole grade association of only 0.28 between graduate level marks and university degree achievement....
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TL;DR: This paper identified the social-demographic characteristics, influences in the broader social environment, and parenting practices that predict youth academic achievement using data from a national sample of 388 Latino young adolescents.
Abstract: Using data from a national sample of 388 Latino young adolescents, this study identified the social-demographic characteristics, influences in the broader social environment, and parenting practices that predict youth academic achievement. Youths who were Mexican American, older, and had an English language problem had lower levels of reading and mathematics achievement. Youths of mothers who began childbearing at older ages, had higher levels of intellectual abilities, and reported no English language problem scored better on both types of achievement tests, but poverty was related only to reading achievement. Attendance in higher-rated schools was associated with higher reading and mathematics scores, but residence in better quality neighborhoods was related only to reading achievement. Three parenting practices—providing cognitive stimulation, parent–youth conflict, and academic involvement—predicted both types of achievement. The effect of poverty on reading achievement was explained by residence in lower quality neighborhoods, lower levels of cognitive stimulation, and parent–youth conflict.
387 citations
Posted Content•
TL;DR: This paper found that students who did not attend a typically structured class with lectures did just as well on the Test of Understanding College Economics (TUCE) as those students who attended a standard microeconomic Principles course.
Abstract: Does attendance affect performance in college economics courses? David Romer (1993) found that attendance did contribute significantly to the academic performance of students in a large intermediate macroeconomics course that he taught in the fall of 1990. (See the Summer 1994, Journal of Economic Perspectives [vol. 8, no. 3, pp. 205-15] for numerous comments on Romer.) This conclusion held even after controlling for student motivation which, it may be argued, is the true factor determining performance and is only approximated by attendance. An earlier study by Kang Park and Peter Kerr (1990) found that attendance was a determinant of student performance in a money and banking course, but not as important as a student's GPA and the percentile rank on a college entrance exam. A study by Robert Schmidt (1983) reported that time spent attending lectures contributed positively to performance in a macroeconomic Principles course. On the other side of the ledger is evidence from Neil Browne et al. (1991) showing that students who did not attend a typically structured class with lectures did just as well on the Test of Understanding College Economics (TUCE) as those students who attended a standard microeconomic Principles course. They also reported, however, that those students who attended the lectures performed better on essay questions than those who did not. A similar study by Campbell McConnell and C. Lamphear (1969) found no significant difference in the performance of students with no classroom attendance vis-a-vis those attending class. Finally, Stephen Buckles and M. E. McMahon (1971) found attendance at lectures that simply explained material covered in reading assignments did not enhance students' understanding of economics. In this paper we present new evidence on the effects of class attendance on student performance. Our results pertain to the Principles of Economics course as it is taught in a two-semester sequence at a medium-size, comprehensive state university.
363 citations