Converting cumulative grade point average to an equivalent percentage value based on a fuzzy logic

The graduates who have finished their study program will be given a merit award and their award certificates will be graded in accordance with the degree of their academic accomplishment. The awards are generally offered using two methods; one is by the cumulative grade point average (CGPA) and the other is by the average percentage of all marks for the students. The problem is when assigning a course final grade; each student's final percentage is translated to a letter, allowing the discrepancy within the same letter grade range in the final ranking. If two students have the same final score, that means equal results. However, this equality can be false if one student hits a percentage of the highest grade, while the second student earns a percentage of the lowest grade of the same letter grade. This paper introduced a new equation that transforms between the awarded cumulative grade point average and the awarded percentage ranking based on fuzzy system. The proposed approach was tested using three actual benchmarks collected from three different colleges in Beni-Suef university. The obtained results reflects the effect of the fuzzy logic in helping converting form CGPA measures to percentage measure in educational systems.

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

International Journal of Educational Reform ◽

10.1177/105678791702600405 ◽

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.

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Prediction of Cumulative Grade Point Average: A Case Study

Advances in Intelligent Systems and Computing - Intelligent Computing ◽

10.1007/978-3-030-52246-9_3 ◽

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

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Analisis Pola Masa Studi Mahasiswa Fakultas Teknik Universitas Darma Persada Menggunakan Metode Clustering

Jurnal Teknologi Informasi dan Ilmu Komputer ◽

10.25126/jtiik.2020741001 ◽

2020 ◽

Vol 7 (4) ◽

pp. 861

Author(s):

Ayu Hardianti ◽

Dewi Agushinta. R

Keyword(s):

Grade Point Average ◽

Clustering Analysis ◽

Study Program ◽

Grade Point ◽

Program Manager ◽

Knowledge Analysis ◽

Initial Stage ◽

Study Programs ◽

Result Interpretation ◽

Cluster 2

Penelitian ini bertujuan menganalisis pola lama studi mahasiswa fakultas teknik universitas Darma Persada daridata akademik. Metode yang digunakan adalah clustering algoritma K-Means. Variabel yang dianalisis adalah jurusan, daerah asal, umur, jenis kelamin, Indeks Prestasi Komulatif (IPK), Satuan Kredit Semester (SKS), tahun masuk, lama studi. Analisis dilakukan menggunakan perangkat lunak WEKA. Penelitian dilakukan melalui pengumpulan data dari arsip atau database biro Administrasi Akademik yaitu berupa data akademik mahasiswa fakultas teknik Universitas Darma Persada angkatan 2009 sampai 2014. Tahapan selanjutnya adalah preprocessing data yang dilakukan melalui analisis metode clustering menggunakan algoritma K-Means dengan terlebih dahulu menentukan jumlah cluster menggunakan metode Elbow dan interpretasi hasil. Berdasarkan hasil metode Elbow, jumlah cluster sebanyak 4 cluster. Berdasarkan hasil proses K-Means clustering, pembagian data pada masing-masing cluster adalah cluster 1 berjumlah 556 data (26%), cluster 2 berjumlah 414 data (19%), cluster 3 berjumlah 189 data (9%) dan cluster 4 berjumlah 1010 data (46%). Selanjutnya, yang memiliki lama studi lebih dari 4 tahun (lebih dari 8 semester) berada pada cluster 2, cluster 3, cluster 4 sedangkan mahasiswa yang memiliki masa studi 4 tahun (8 semester) berada pada cluster 1. AbstractThe duration of student study is one of the factors that influence the completing students' timeliness. Based on the policy of the National Accreditation Board of Higher Education (BAN-PT) in Regulation No. 4 of 2017 concerning the Policy for Preparing Accreditation Instruments, the duration of study is one of the benchmarks and evaluation elements in accreditation of study programs. From the Faculty of Engineering academic data, Darma Persada University, many students take more than four years of study. The duration of study is one of the problems of the study program manager in terms of academic performance. This study aims to analyze the old patterns of study by students of the Faculty of Engineering, Darma Persada University from academic data. K-Means algorithm clustering technique is used with the variables are majors, the area of origin, age, gender, Grade Point Average (GPA), Semester Credit Unit (SKS), year of entry and study duration. The Waikato Environment for Knowledge Analysis (WEKA) software is used as an analytic tool. The initial stage of research is through collecting data from archives or Academic sections, namely academic data from students of the Faculty of Engineering, Darma Persada University, 2009 to 2014. The next stage is preprocessing data through K-Means algorithm clustering analysis by first calculating many clusters using the Elbow method and result interpretation. From the Elbow method result, the number of clusters used is 4 (four) clusters. Based on the results of the K-Means clustering process, the data sharing in each cluster is cluster 1 (one) totaling 556 data (26%), cluster 2 (two) totaling 414 data (19%), cluster 3 (three) totaling 189 data (9%) and cluster 4 (four) totaling 1010 data (46%). Furthermore, those who have more than 4 years of study are in cluster 2, cluster 3, cluster 4 and students who have a 4-year study period are in cluster 1.

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

F1000Research ◽

10.12688/f1000research.16762.2 ◽

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).

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Kontribusi Dukungan Keluarga dan Teman Bergaul Terhadap Indeks Prestasi Kumulatif Mahasiswa Dengan Memperhatikan Intensitas Belajar

Al-Khwarizmi Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam ◽

10.24256/jpmipa.v8i1.1318 ◽

2020 ◽

Vol 8 (1) ◽

pp. 51-60

Author(s):

Alia Lestari ◽

Nur Ma'wiyah ◽

Muhammad Ihsan

Keyword(s):

Grade Point Average ◽

Family Support ◽

Indirect Effect ◽

Random Sampling ◽

Sampling Technique ◽

Stratified Random Sampling ◽

Study Program ◽

Grade Point ◽

Ex Post ◽

Ex Post Facto

Abstract:Several factors usually affect student’s Grade Point Average (GPA), including family support, associate friends and learning intensity. This study aims to determine whether there is an indirect effect of family and friends support associating with the cumulative achievement index of students through the excitement of learning as an intervening variable. This type of research is ex-post facto with a population of 278 students of the 2015-2017 Mathematics Tadris Study Program. We used a Proportionate Stratified Random Sampling technique to select a sample of 164 students. We obtained data through questionnaires and documentation and then analyzed using path analysis. The results showed that there was an indirect influence of family and friends support associating with student GPA through the intensity of learning as an intervening variable.Abstrak:Indeks Prestasi Kumulatif (IPK) mahasiswa biasanya dipengaruhi oleh beberapa faktor, diantaranya adalah dukungan keluarga, teman bergaul dan intensitas belajar. Penelitian ini bertujuan untuk mengetahui apakah ada pengaruh tidak langsung dukungan keluarga dan teman bergaul terhadap indeks prestasi komulatif mahasiswa melalui intensitas belajar sebagai variabel intervening. Jenis penelitian ini adalah ex-post facto dengan populasi sebanyak 278 mahasiswa Program Studi Tadris Matematika angkatan 2015-2017. Pengambilan sampel sebanyak 164 mahasiswa dilakukan dengan teknik Probability Sampling tipe Proportionate Stratified Random Sampling. Data diperoleh melalui kuisioner dan dokumentasi kemudian dianalisis menggunakan analisis jalur. Hasil penelitian menunjukkan bahwa ada pengaruh tidak langsung dukungan keluarga dan teman bergaul terhadap IPK mahasiswa melalui intensitas belajar sebagai variabel interverning.

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MOTIVASI BELAJAR, KEMANDIRIAN BELAJAR DAN PRESTASI BELAJAR MAHASISWA BEASISWA BIDIKMISI DI UPBJJ UT BANDUNG

Jurnal Pendidikan Terbuka Dan Jarak Jauh ◽

10.33830/ptjj.v15i2.591.2014 ◽

2014 ◽

Vol 15 (2) ◽

pp. 81-87

Author(s):

Angga Sucitra Hendrayana

Keyword(s):

Grade Point Average ◽

Regional Planning ◽

Learning Motivation ◽

Independent Learning ◽

Open University ◽

Regional Office ◽

Study Program ◽

Grade Point ◽

Registration Period ◽

Very High

This research aims to know level of learning motivation, independent learning and academic achievement Bidikmisi student scholarships at Indonesian Open University Regional office Bandung. This research is adescriptive research by taking samples of throughout Bidikmisi student scholarships at Indonesian Open University Regional Office Bandung consisting of study program in Accounting, Biology and Regional Planning City of the studentas much as 94 students at Registration Period 2013.2. The data in this study are learning motivation, independent learning, and the grade-point average (GPA). The data were analyzed descriptively to describe the level of learning motivation, independent learning, and grade-point average (GPA). The result of research shown that the average level of learning motivation are included in the category of very high. Independent learning showed that the average independent learning of students in the high category and the grade-point average (GPA) between1.75 to 3.85withan average GPAof 2.70. Penelitian ini merupakan penelitian deskriptif dengan mengambil sampel seluruh mahasiswa beasiswa Bidikmisi di UPBJJ UT Bandung yang terdiri dari program studi Akuntansi, Biologi dan Perencanaan Wilayah Kota Masa registrasi 2013.2 sebanyak 94 mahasiswa. Variabel dalam penelitian ini adalah motivasi belajar, kemandirian belajar, dan indeks prestasi belajar (IPK). Analisis data dilakukan secara deskriptif untuk mengetahui gambaran tingkat motivasi belajar, kemandirian belajar, dan IPK mahasiswa. Hasil penelitian menunjukkan bahwa motivasi belajar termasuk dalam kategori sangat tinggi, dan kemandirian belajar rata rata termasuk dalam kategori tinggi, dan IPK berada dikisaran antara 1,753,85 dengan rata-rata IPK 2,70.

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The Validity of the GMAT for the Prediction of Grades in Doctoral Study in Business and Management: An Empirical Bayes Approach

Journal of Educational Statistics ◽

10.3102/10769986018001091 ◽

1993 ◽

Vol 18 (1) ◽

pp. 91-107 ◽

Cited By ~ 11

Author(s):

Rebecca Zwick

Keyword(s):

Grade Point Average ◽

Doctoral Students ◽

Empirical Bayes ◽

Doctoral Programs ◽

First Year ◽

Mba Programs ◽

Grade Point ◽

Final Grade ◽

Complex Models ◽

Parsimonious Model

A validity study was conducted to examine the degree to which GMAT scores and undergraduate grade-point average (UGPA) could predict first-year average (FYA) and final grade-point average in doctoral programs in business. A variety of empirical Bayes regression models, some of which took into account possible differences in regressions across schools and cohorts, were investigated for this purpose. Indexes of model fit showed that the most parsimonious model, which did not allow for school or cohort effects, was just as useful for prediction as the more complex models. The three preadmissions measures were found to be associated with graduate school grades, though to a lesser degree than in MBA programs. The prediction achieved using UGPA alone as a predictor tended to be more accurate than that obtained using GMAT verbal (GMATV) and GMAT quantitative (GMATQ) scores together. Including all three predictors was more effective than using only UGPA. The most likely explanation for the lower levels of prediction than in MBA programs is that doctoral programs tend to be more selective. Within-school means on GMATV, GMATQ, UGPA, and FYA were higher than those found in MBA validity studies; within-school standard deviations on FYA tended to be smaller. Among these very select, academically competent doctoral students, highly accurate prediction of grades may not be possible.

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Neural network model for cumulative grade point average (CGPA) computation process in Nigerian tertiary institutions

Information Technologist (The) ◽

10.4314/ict.v3i1.31963 ◽

2006 ◽

Vol 3 (1) ◽

Author(s):

FI Sadiq ◽

SO Falaki ◽

OS Adewale

Keyword(s):

Neural Network ◽

Grade Point Average ◽

Network Model ◽

Neural Network Model ◽

Grade Point ◽

Tertiary Institutions ◽

Cumulative Grade Point Average ◽

Computation Process

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A Study On Emotional Intelligence And Academic Achievement In Malaysia

Advances in Social Sciences Research Journal ◽

10.14738/assrj.710.9167 ◽

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.

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