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Academic Performance of University Students: A Case in a Higher Learning Institution

March 2019
KnE Social Sciences 3(13):1294

DOI:10.18502/kss.v3i13.4285

Authors:

Wan Maziah Wan Ab Razak

MARA University of Technology

Zulhamri Abdullah

Haslenna Hamdan

MARA University of Technology

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This research is to identify the relationships and main factors of academic performance degree students in a Higher Learning Institution. The researcher can see the increasing number of students did not graduate on time based on the data provided and it means the students did not perform well in their studies. This research was done by conducting a survey using the questionnaires were distributed to the students in the campus based on list name given by head of faculty. The degree students involved were from semester 4 and 5. The total of sample size is according to Krejcie & Morgan, (1970). The data from questionnaires were analyzed by Statistical Package for the Social Science (SPSS) version 23. The result analyzed using reliability analysis, frequency analysis, descriptive analysis, correlation analysis and multiple regressions. The results from the analysis show that this variable will lead to the academic performance towards degree students. The highest beta value is teaching and learning process. In a conclusion, this research gives some valuable information to the researcher, organization and the reader which is useful for basic knowledge. Moreover, the researcher also has recommended few strategies or ideas such as teachers need to create more on the ideas of teaching process, the institution need to take care of the students needs related to their learning process, and more concern on poor students in order to help them in academic performance among degree students semester 4 and 5 in the university. Keywords: Academic Performance, Teaching and Learning Process, Family and Peers influence, Students’ Financial.

Conceptual framework.

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Pearson Correlation Matrix.

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 

        

       

 

Conference Paper

Academic Performance of University

Students: A Case in a Higher Learning

Institution

Wan Maziah Wan Ab Razak, Sharifah Alia Syed Baharom, Zalinawati Abdullah,

Haslenna Hamdan, Nurul Ulfa Abd Aziz, and Ahmad Ismail Mohd Anuar

         

Abstract

            

            

               

              

            

              

                

           

          

          

            

            

          

            

             

             

             

             



Keywords:         

  

1. Introduction

           

            

          

             

             

How to cite this article                 

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    

     

     

  

   

   

    

 

   

    

 

 

             

             

             

                  

              

              

               

                  

               

               

                

          

                

               

              

              

   

2. Literature Review

2.1. Academic performance

            

               

             

               

             

               

               

           

               

            

             

        

   

 

2.2. Teaching and learning process

          

          

             

             

            

            

            

   

2.3. Infrastructure of the university

            

         

            

           

              

             

           

                

              

            

               

             

           



2.4. Family and peers inﬂuence

             

                

              

            

            

            

   

 

2.5. Students’ ﬁnancial

              

            

              

              

         

2.6. Conceptual framework

2.6.1. Independent variables Dependent Variable

Independent variables Dependent Variable

Teaching and Learning

Student’s Financial

Family and Peer

Influence

Academic

Performance

Figure   

3. Methodology

             

            

            

         

            

           

           

             



   

 

            

           

             

                

 

3.1. Data analysis

3.1.1. Correlation analysis

             

        

    

     

    

   

   

   

    

Sources: Hair, Babin, Money, Samuel (2003)

             

            

             

          

           

            

           

            

        

3.1.2. Regression analysis

         

          

           

         

   

 

     

   



   

     

    

 



      

       

 



      





      

    

   <       < 

     <      < 

          

     

             

             

            

              

              

            

            

           

               

             

       

4. Conclusion

            

              

          

              

        

   

 

         

              

        

             

         

         

         

            

            

         

             

           

          

         

             

           

          

         

            

             

             

      

             

             

          

    

           

           

            

           

           

            

             

      

   

 

5. Recommendations

           

            

           

            

            

             

            



5.1. Teaching and learning process

             

            

               

           

              

           

5.2. Infrastructure of university

             

           

            

          

5.3. Family and peers inﬂuence

              

              

         

                 

                 

                

   

 

                

      

5.4. Students’ ﬁnancial

            

             

               

               

      

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In today's global diverse and interconnected world, inclusion is essential. Since diversity also exist in higher education institutions, these institutions are required to promote diversity and inclusion awareness among students. This research focuses on the importance of promoting diversity and inclusion awareness among students. It revealed the significant positive impact of promoting diversity, as well as inclusion awareness on higher education institutions' efficiency. Furthermore, it found out that promoting diversity and inclusion awareness have a significant positive impact on students in higher education institutions. Moreover, the study revealed the significant positive impact of higher education institutions' efficiency on students. The researcher conducted an online survey to achieve the research objectives. Recommendations are provided for the implementation of the best practices that promote this awareness in higher education institutions.

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Jun 2024

In an economic crisis, entrepreneurial marketing (EM) offers a natural, albeit expensive, way to boost the competitiveness of the small and medium-sized enterprises (SMEs) sector (Majovski & Davitkovska, 2017). This paper investigates whether EM dimensions have a significant effect on the market performance of Zimbabwean SMEs in the small-scale retail sector. A quantitative research methodology was conducted in Chegutu, Mashonaland West province in Zimbabwe. The study adopted a cross-sectional survey design that collected data from 260 owners/managers through self-administered, standardised questionnaires. Data were analysed using WarpPLS 7.0 software. The study ran a structural equation model (SEM) to determine the influence of opportunity vigilance, customer centricity, value creation and risk management on market performance. The study found that opportunity vigilance, risk management, customer centricity and value creation significantly contribute to the market performance of resource-constraint firms such as small-scale retailers. The study concludes that EM determines market performance in dynamic environments such as the COVID-19 pandemic. Further, the study found opportunity vigilance and value creation to have the most significant influence (β = 0.37 and β = 0.22, respectively) on market performance. Therefore, the study concludes that opportunity vigilance and value creation are the most important EM dimensions in small-scale retailers. Small-scale retailers must actively seek opportunities through continuous market sensing and orientation. Further studies could explore this topic in different contexts using actual market performance data and a large sample size.

Prediction of Graduation Accuracy Using the K-Means Clustering Algorithm and Classification Decision Tree

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Full-text available

Apr 2024

Becoming a scholar at the right time for students is a very meaningful award for them if it is supported by seriousness and perseverance in their studies. Here, sample data was taken from 131 randomly taken in testing. Where there are still students who are not detected by the study program in completing their lectures, so research is carried out on clustering and classification with decision trees in determining the level of accuracy of lectures by clustering data, determining the initial centroid value and the centroid point. The results found were that there were 78 people grouped in cluster 0 and 53 people grouped in cluster 1, where those with potential for punctuality for their studies were in cluster 0 so they were students who could finish within the specified time. Meanwhile, students grouped in cluster 1 illustrate that these students need coaching and guidance both in the study program and with their supervisors. In the classification taken from the results of data clustering, two classes were obtained, namely class a and class b, with 73 and 58 data respectively, so that the results between clustering and classification did not differ too much in the data to predict the accuracy of a student's graduation.

School Types, Facilities and Academic Performance of Students in Senior Secondary Schools in Ondo State, Nigeria

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Full-text available

Jun 2012

The study investigated the influence of school types and facilities on students' academic performance in Ondo State. It was designed to find out whether facilities and students' academic performance are related in private and public secondary schools respectively. Descriptive survey design was used. Proportionate random sampling technique was used to select 50 schools in Ondo state. Two set of research instruments named School Facility Descriptive and Students Academic Performance Questionnaire (SFDAPQ) for principals; and School Facility Descriptive Questionnaire (SFDQ) for the teachers were used for the study. T-test was used to analyze the data. All hypotheses were tested at a significant level of 0.05. The study revealed a significant difference in facilities available in public and private schools in Ondo State. It however revealed no significant difference in academic performance of students in the two types of secondary schools. Suggestions for the procurement of more facilities in public secondary schools were made in order to enhance students' academic performance.

Research Paper Factors Affecting Academic Performance of Students

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Apr 2016

Who Succeeds at University? Factors predicting academic performance in first year Australian university students

Article

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May 2001

With the increasing diversity of students attending university, there is a growing interest in the factors predicting academic performance. This study is a prospective investigation of the academic, psychosocial, cognitive, and demographic predictors of academic performance of first year Australian university students. Questionnaires were distributed to 197 first year students 4 to 8 weeks prior to the end of semester exams and overall grade point averages were collected at semester completion. Previous academic performance was identified as the most significant predictor of university performance. Integration into university, self efficacy, and employment responsibilities were also predictive of university grades. Identifying the factors that influence academic performance can improve the targeting of interventions and support services for students at risk of academic problems.

The Validity of Self-Reported Grade Point Averages, Class Ranks, and Test Scores: A Meta-Analysis and Review of the Literature

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Full-text available

Mar 2005

Self-reported grades are heavily used in research and applied settings because of the importance of grades and the convenience of obtaining self-reports. This study reviews and meta-analytically summarizes the literature on the accuracy of self-reported grades, class ranks, and test scores. Results based on a pairwise sample of 60,926 subjects indicate that self-reported grades are less construct valid than many scholars believe. Furthermore, self-reported grade validity was strongly moderated by actual levels of school performance and cognitive ability. These findings suggest that self-reported grades should be used with caution. Situations in which self-reported grades can be employed more safely are identified, and suggestions for their use in research are discussed.

Factors that Influence the Teaching-Learning Process from the Perspective of Accountancy Students: Analysis at a Higher Education Institution in Minas Gerais

Article

May 2016

O objetivo deste estudo consiste em identificar os fatores que influenciam o processo de ensino-aprendizagem sob a perspectiva de estudantes do curso de Ciências Contábeis de uma Instituição de Ensino Superior (IES) de Minas Gerais. A pesquisa foi realizada por meio da aplicação de um questionário, totalizando 124 respostas válidas. Os resultados foram consubstanciados e confrontados com as percepções obtidas também por outras pesquisas já realizadas. Em destaque, diante das variáveis que mais influenciavam o aluno em seu processo de ensino-aprendizagem, conforme a perspectiva dos próprios estudantes, obteve-se: “didática do professor (forma como o professor conduz a aula, interage com os alunos e proporciona um ambiente de aprendizado)”; “estrutura do conteúdo da disciplina”; “desejo de aprender o assunto (motivação pessoal com a disciplina)”; e “biblioteca equipada com um extenso acervo de livros e instalações adequadas”, cada uma de uma dimensão: professor, assunto, aluno e instituição. Foi possível identificar, ainda, quais as atitudes provenientes dos alunos e dos professores que, na visão dos estudantes, mais influenciavam de forma negativa o alcance do ensino-aprendizado ideal. Como resultado, as quatro atitudes mais pontuadas foram, em relação ao aluno, “falta de interesse” e “falta de dedicação fora da sala de aula”; quanto ao professor, “não se propõe a sanar as dúvidas dos alunos” e não ter “domínio do assunto a ser explanado”. Dessa forma, infere-se que discussões sobre a melhoria no processo de ensino e aprendizagem em Contabilidade podem ser fomentadas a partir da análise das variáveis elencadas. Espera-se contribuir para a identificação das principais falhas no processo de ensino-aprendizagem, sob a perspectiva dos principais interessados (os estudantes), de modo a possibilitar discussões, a fim de solucioná-las e, em última instância, culminar em melhorias no curso de Ciências Contábeis e na redução da evasão no ensino superior.

Self-Esteem & Academic Performance among University Students

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Jun 2015

FACTORS AFFECTING STUDENTS' PERFORMANCE A Case Of Private Colleges

Article

Feb 2006

Sayyed Muhammad Mehdi Raza Naqvi

Many empirical studies are carried out to explore factors affecting college students' performance. The focus of this research is that student performance in intermediate examination is associated with students' profile consisted of his attitude towards attendance in classes, time allocation for studies, parents' level of income, mother's age and mother's education. The research is based on student profile developed on the bases of information and data collected through survey from students of a group of private colleges. Public sector educational institutions are not the focus of this study.

The Impact of Honors Programs on Undergraduate Academic Performance, Retention, and Graduation

Article

Oct 2004

John Cosgrove

This study examines the academic performance, retention, and degree-completion rates of two groups of honors students, those who completed all their honors program requirements (honors completers; n = 30) versus those students who started off in honors programs but did not complete these program requirements (partial honors students; n = 82). These two sets of honors students are then compared to a third group of similar students, those who had comparable pre-college academic credentials as the honors students, but who did not participate in an honors program (called high-ability students; n = 108). These three student groups entered three Pennsylvania State System of Higher Education universities as first-time, full-time freshmen in fall 1997. The study encompasses a five-year period, from fall semester 1997 through spring semester 2002. The study design is ex post facto and longitudinal, using secondary data primarily obtained from the institutional research offices at the respective study sites. The results show that three out of every four students who begin honors programs fail to complete them. Honors program completers have the highest academic performance and graduation rates, and shortest time to degree completion, compared to other high ability students, including partial honors students. The analysis strongly suggests that partial exposure to the honors program does not significantly enhance academic performance, graduation rates, time to degree, nor length of enrollment beyond what is achieved by other high-ability students who were never part of these programs. These findings control for the effects of student, institutional, and honors program characteristics at the three universities cooperating in the study.

University education in Italy

Article

May 2000
INT J MANPOWER

Daniele Checchi

Notwithstanding the low level of tuition fees and absence of other access barriers, Italy is characterised by low educational achievement at university level. Possible reasons for this phenomenon are examined and a formal model is proposed predicting that families will invest more in their children the higher a child’s unobservable “ability”. Since family income provides an incentive for better student performance, richer parents internalise this effect by investing more resources in the education of their children. This study’s empirical analysis does not contradict this theoretical model. Using the Bank of Italy’s representative sample of the Italian population (1995), we observe that family income does not prevent enrolment at the university, whereas unobservable “ability” is more relevant, especially as it shapes the secondary education choices. Using administrative data on students enrolled in some faculties of the State University of Milan in 1995-1996, we show that students’ performance is positively correlated with unobservable “ability” and with family income. We take this last evidence as supporting the idea of family networking – students from richer families tend to go quicker because they have better prospects when they leave university.

Do School Facilities Affect Academic Outcomes?

Article

Jan 2002

Mark Schneider

This review explores which facility attributes affect academic outcomes the most and in what manner and degree. The research is examined in six categories: indoor air quality, ventilation, and thermal comfort; lighting; acoustics; building age and quality; school size; and class size. The review concludes that school facilities affect learning. Spatial configurations, noise, heat, cold, light, and air quality obviously bear on students' and teachers' ability to perform. Needed are clean air, good light, and a quiet, comfortable, and safe learning environment. The review asserts that this can be and generally has been achieved within the limits of existing knowledge, technology, and materials; it simply requires adequate funding and competent design, construction, and maintenance. (Contains 134 references.) (EV)