Prediction of Cumulative Grade Point Average: A Case Study

2020 ◽  
pp. 33-42
Author(s):  
Anan Sarah ◽  
Mohammed Iqbal Hossain Rabbi ◽  
Mahpara Sayema Siddiqua ◽  
Shipra Banik ◽  
Mahady Hasan
Keyword(s):  
Grade Point Average ◽  
Grade Point ◽  
Cumulative Grade Point Average

scholarly journals Who uses home as informal learning spaces: A Bangkok private university case study

2020 ◽  
Vol 12 (1) ◽  
pp. 37-47
Author(s):  
Sonthya Vanichvatana
Keyword(s):  
Higher Education ◽  
Informal Learning ◽  
Grade Point Average ◽  
Education Institution ◽  
Private University ◽  
Learning Spaces ◽  
Higher Education Institution ◽  
Grade Point ◽  
Cumulative Grade Point Average

Home is one type of off-campus informal learning spaces (ILS). It is important to understand the behaviours of students who use home as ILS. Such information will enlighten universities to provide/improve proper on-campus ILS and/or other academic supports. This research used a quantitative approach through an online questionnaire survey during February 2019. This study used business students at a Bangkok private university as a case study. The descriptive analysis was done according to students’ cumulative grade point average (CGPA) and undergraduate levels. The results revealed how and why students, especially those with different levels of CGPA, chose to study at home. This study also suggests how higher education institution (HEI) can support ILS to students who do not study at home. Students with different CGPA levels should be supported by HEI differently. Keywords: Cumulative grade point average, higher education institution, home, informal learning spaces, learning spaces.

Diploma Program Graduates’ CGPA as Predictor of Success in the Teachers’ Professional Licensing Written Exam Result with Gender Analysis

2017 ◽  
Vol 26 (4) ◽  
pp. 321-335
Author(s):  
Yoseph Shumi Robi
Keyword(s):  
Grade Point Average ◽  
Gender Analysis ◽  
Grade Point ◽  
Cumulative Grade Point Average ◽  
Professional Licensing ◽  
Valid Predictor ◽  
Predictor Of Success ◽  
Diploma Program ◽  
Graduating Students ◽  
Exam Result

The purpose of this study was to investigate the extent to which diploma graduates’ Cumulative Grade Point Average (CGPA) predicts their success in teachers’ professional licensing written exam result (TPLWER). A total of 588 graduating students (317 males and 271 females) were included in the study. Correlation, simple regression analyses, and independent sample t-test were employed on the data. The result revealed a statistical significant correlation between CGPA and TPLWER. CGPA appeared to be valid predictor of success of TPLWER and accounted for 33.40% of the variation in TPLWER. The results indicated statistically significant gender differences in diploma graduates’ CGPA and TPLWER.

scholarly journals Evaluation of the scholastic performance of students in 12 programs from a private university in the south-west geopolitical zone in Nigeria

F1000Research ◽  
2019 ◽  
Vol 8 ◽  
pp. 154
Author(s):  
Roseline O. Ogundokun ◽  
Marion O. Adebiyi ◽  
Oluwakemi C. Abikoye ◽  
Tinuke O. Oladele ◽  
Adewale F. Lukman ◽  
...  
Keyword(s):  
Academic Performance ◽  
Grade Point Average ◽  
Private School ◽  
Private University ◽  
Study Data ◽  
The South ◽  
Grade Point ◽  
Cumulative Grade Point Average ◽  
South West ◽  
University Setting

Cumulative grade point average (CGPA) is a system for calculation of GPA scores and is one way to determine a student's academic performance in a university setting. In Nigeria, an employer evaluates a student's academic performance using their CGPA score. For this study, data were collected from a student database of a private school in the south-west geopolitical zone in Nigeria. Regression analysis, correlation analysis, and analysis of variance (F-test) were employed to determine the study year that students perform better based on CGPA. According to the results, it was observed that students perform much better in year three (300 Level) and year four (400 Level) compared to other levels. In conclusion, we strongly recommend the private university to introduce program that will improve the academic performance of students from year one (100 level).

Meta-Interpreting the Correlation Between the Grade Point Average and Employability:a case study

2021 ◽  
Author(s):  
Kamar Tahri Joutei ◽  
Fatima Zahra Belhadj ◽  
Asmae Chraibi ◽  
Yousra Chtouki ◽  
Nabil Benamar
Keyword(s):  
Grade Point Average ◽  
Grade Point

A Study On Emotional Intelligence And Academic Achievement In Malaysia

2020 ◽  
Vol 7 (10) ◽  
pp. 109-115
Author(s):  
Cyndra Robert Budull ◽  
Nur Khairunisa Abu Talip ◽  
Noreriani Sabturani ◽  
Theresa Ahing ◽  
Muhamad Syukrie Abu Talip
Keyword(s):  
Academic Achievement ◽  
Emotional Intelligence ◽  
University Students ◽  
Grade Point Average ◽  
Grade Point ◽  
Cumulative Grade Point Average ◽  
Undergraduate University Students ◽  
The University ◽  
The Relationship ◽  
Pearson Correlations

The study aimed to explore the relationship between emotional intelligence (EI) and academic achievement (AA) among undergraduate university students in Malaysia. Four hundred and sixty (n=460) undergraduate university students in Malaysia involved in the present study. The Assessing Emotional Scale (AES) questionnaire was used to measure EI, while the Cumulative Grade Point Average (CGPA) used to determine AA scores. Pearson correlations were utilized to examine the relationship between EI and AA. The findings showed positive and weak relationship between overall emotional intelligence (EI) and academic achievement (r=.090), perception of emotion (PE) and academic achievement (r=.016) and managing others’ emotion (MOTE) and academic achievement (r=.044). Perception of Emotion (PE) are found significantly and positively correlate with academic achievement (r=.101). A significant positive relationship also reported between Managing Own Emotion (MOE) and academic achievement (r=.123). This study helps in understanding and providing information on the university students’ emotional intelligence and academic achievement during undergraduate life.

The Mental Dexterity Test: A Study of Reliability and Validity

1970 ◽  
Vol 30 (1) ◽  
pp. 163-166 ◽  
Author(s):  
Fred J. Thumin
Keyword(s):  
Grade Point Average ◽  
Concurrent Validity ◽  
Reliability And Validity ◽  
Reliability Coefficient ◽  
Power Device ◽  
Mental Ability ◽  
Ability Test ◽  
Grade Point ◽  
Cumulative Grade Point Average ◽  
The University

The objective of the investigation was to ascertain the reliability and concurrent validity of a new omnibus mental ability test which has considerably more ceiling than do most group intelligence tests, and which is proposed for use either as a speed or power device, once the appropriate norms are established. When administered to 184 college students under untimed conditions, the test was found to have a split-half reliability coefficient of .84 and a KR-20 reliability coefficient of .85. Regarding validity, the test correlated significantly with grades assigned in the classes which participated in the study (.26) and also with cumulative grade point average based on all courses taken at the university (.40).

Faculty Forum

2002 ◽  
Vol 29 (2) ◽  
pp. 136-159 ◽  
Keyword(s):  
Grade Point Average ◽  
Significant Influence ◽  
Rate Of Change ◽  
Final Exam ◽  
Grade Point ◽  
Cumulative Grade Point Average

This study examined students' grade expectations over the course of a semester. Students provided their expectations at 3 times: within the first week of the semester, midway through the semester, and within the week just prior to the final exam. Results demonstrate that expected grades decreased over the semester and that the rate of change interacted with students' cumulative grade point average. Neither the course nor the section of the course (instructor) had a significant influence on grade expectations. Relative to their grade point average, the majority of students maintained rosy grade expectations despite regular feedback on coursework.

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