The Relationship between Religiosity and Academic Performance amongst Accounting Students

2016 ◽  
Vol 5 (2) ◽  
pp. 165
Author(s):  
Umaru Mustapha Zubairu ◽  
Olalekan Busra Sakariyau
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Statistical Analysis ◽  
Positive Association ◽  
Grade Point Averages ◽  
Accounting Students ◽  
Grade Point ◽  
Islamic Perspective ◽  
The Relationship

<p>In this paper, the association between religiosity and academic performance among accounting students enrolled at the International Islamic University Malaysia (IIUM) is explored, as recent research demonstrates a positive association between religiosity and academic success. Students' religiosity was measured using proxies from an Islamic perspective, whilst their academic performances were measured using their Cumulative Grade Point Averages (CGPA). The statistical analysis revealed no significant correlation between religiosity and academic performance among accounting students at IIUM. However, a closer examination of the results revealed that students at IIUM possessed high levels of religiosity as well as high levels of academic performances.</p>

scholarly journals Academic performance and moral competence: A match made in heaven?

2016 ◽  
Vol 2 (2) ◽  
pp. 206
Author(s):  
Umaru Mustapha Zubairu ◽  
Chetubo Kuta Dauda ◽  
Olalekan Busra Sakariyau ◽  
Isa Imam Paiko
Keyword(s):  
Positive Relationship ◽  
Grade Point Averages ◽  
Accounting Students ◽  
Moral Competence ◽  
Grade Point ◽  
Ethical Content ◽  
Moral Competency ◽  
The Relationship ◽  
Islamic Values ◽  
Made In

This study aims to empirically assess the relationship between accounting students' academic performances and moral competencies by focusing on final-year accounting students enrolled at the International Islamic University Malaysia (IIUM). The students' moral competencies were measured using a scenario-based instrument developed through a collaboration with Islamic accounting scholars, called the Muslim Accountant Moral Competency Test (MAMOC), whilst students' academic performances were measured using their Cumulative Grade Point Averages (CGPAs). Contrary to the expected positive relationship between these two variables, the study found a negative, and insignificant, relationship. The implication of this result is that IIUM's Accounting Department needs to conduct a comprehensive review of the ethical content of its courses and use a more effective strategy of how to more effectively integrate Islamic values into the curriculum. Additionally, institutionalizing a measure of students' moral competencies would enable the department to objectively determine how well it is doing in developing the moral competencies of its students.

Exploring the Relationship between Recreational Sports Employment and Academic Success

2007 ◽  
Vol 31 (1) ◽  
pp. 69-74 ◽  
Author(s):  
Matthew W. Hackett
Keyword(s):  
Academic Success ◽  
Undergraduate Students ◽  
Grade Point Averages ◽  
Student Employment ◽  
Recreational Sports ◽  
Grade Point ◽  
Credit Hours ◽  
Student Employees ◽  
Part Time ◽  
The Relationship

This study examined the relationship between part-time student employment in a recreational sports department and academic success as measured by grade point averages (GPA) and number of credit hours enrolled. Three hundred and thirty undergraduate recreational sports student employees were compared to a random sample of 350 undergraduate students who were not employed by the department of recreational sports. A positive connection was identified between employment with the recreational sports department and academic success. Freshmen and junior recreational sports employees had statistically significant higher GPAs than the freshmen and juniors in the general student population. However, working with the recreational sports department did not have an effect on the number of credit hours enrolled.

Relationship Between Student Academic and Clinical Performance in Podiatric Medical Education at Des Moines University

2012 ◽  
Vol 102 (4) ◽  
pp. 314-318
Author(s):  
Robert M. Yoho ◽  
Valerie Tallerico ◽  
Vassilios Vardaxis
Keyword(s):  
Medical Education ◽  
Academic Performance ◽  
Clinical Performance ◽  
Grade Point Averages ◽  
Grade Point ◽  
Pooled Data ◽  
Des Moines ◽  
Academic Records ◽  
Admissions Process ◽  
The Relationship

Background: This study was performed to determine whether a relationship exists regarding academic achievement between years 1 and 2 of podiatric medical education at Des Moines University. Furthermore, this study evaluates the relationship between academic performance in the first 2 years and clinical performance in year 3. Methods: The academic records of four classes (2007–2010, N = 164) were examined for grade point averages and clinical performance scores using pairwise Pearson product moment correlations. Results: Significant high correlations existed in academic performance scores between year 1 and year 2 for individual classes and pooled data. Significant low to moderate correlations were found between academic performance and clinical performance scores for individual classes and pooled data. Conclusions: These results help define the relationship between student academic and clinical performance for podiatric medicine students at Des Moines University and suggest that nonacademic characteristics may play a pivotal role in clinical abilities. These characteristics need to be further identified and developed in the academic curriculum. There may be attributes identified that also benefit the admissions process. (J Am Podiatr Med Assoc 102(4): 314-318, 2012)

scholarly journals Science Curiosity as a Correlate of Academic Performance in Mathematics Education: Insights from Nigerian Higher Education

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Benjamin Ogbole Abakpa ◽  
Joshua Abah Abah ◽  
Abel Okoh Agbo-Egwu
Keyword(s):  
Academic Performance ◽  
Mathematics Education ◽  
Educational Institution ◽  
Negative Relationship ◽  
Grade Point Averages ◽  
Self Report ◽  
Grade Point ◽  
Key Stakeholders ◽  
The Mind ◽  
The Relationship

This study investigated the relationship between the science curiosity levels of undergraduate of mathematics education in a Nigerian higher educational institution and their academic grade point averages. The study employed a correlational survey research design on a random sample of 104 mathematics education students. The Science Curiosity Scale – Comparative Self Report was adapted to measure the students’ distinctive appetite for consuming science-related media for personal edification. The correlational analysis of science curiosity scores and the students CGPA indicated a weak negative relationship (r = -0.049, p = 0.621), suggesting an interplay of other important factors in the relationship between academic performance and science curiosity. Based on the findings of this study, it was recommended that key stakeholders of mathematics education consider curiosity as a complex ability related to several functions of the mind and thus enhances systematic commitment on the part of the learner.

scholarly journals The relationship between self-efficacy and accounting students' academic performance at a South African university

2021 ◽  
Author(s):  
Riley Carpenter ◽  
Sihaam Shamsoodien
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
South African ◽  
Self Efficacy ◽  
Research Area ◽  
Accounting Education ◽  
Accounting Students ◽  
Factors Affecting ◽  
South African Higher Education ◽  
The Relationship

Racial transformation is crucial for South African higher education institutions, the accounting profession and the country as a whole. Consequently, determinants of students’ academic success must be at the forefront of accounting education research. Understanding these determinants will assist universities to better assist students with their learning. This study focused on self-efficacy in academic performance—a previously limited research area in South African accounting education. The aim was to determine the relationship between self-efficacy and academic performance amongst students registered in a second-year undergraduate course for an accounting degree at a South African university. It was found that self-efficacy was moderately positively correlated with academic performance. The findings indicate that it is worthwhile performing further empirical research on self-efficacy, especially while controlling for other significant factors affecting students’ academic performance. 

scholarly journals Academic Success and Initial Labor Market Outcomes for Pharmacy Graduates

2011 ◽  
Vol 2 (1) ◽  
Author(s):  
Sean Murphy ◽  
Cynthia Naughton ◽  
Dan Friesner
Keyword(s):  
Labor Market ◽  
Academic Success ◽  
Labor Market Outcomes ◽  
Grade Point Averages ◽  
Pharmacy Students ◽  
Original Research ◽  
Market Outcomes ◽  
Grade Point ◽  
Labor Market Outcome ◽  
The Relationship

Purpose: This study examines the relationship between academic success and labor market outcomes among graduating pharmacy students. Unlike previous studies, this paper characterizes labor market outcome not only as an individual's starting salary, but also whether or not the student had a position secured at the time of graduation, whether or not a signing bonus was received, and the setting in which (s)he will practice. Methods: A standard exit survey was administered to graduating Doctor of Pharmacy students at a Midwestern, public university within two weeks of graduation. The relationship between academic success and initial labor market outcome was assessed using cross-tabulations, chi-square and Fisher exact tests. Results: There were no significant relationships between grade point averages and signing bonuses, starting salaries or employment offers. Students with higher grade point averages were less likely to work in chain community pharmacies, and more likely to work in a hospital or other health-system setting. Conclusions: The relationships between academic and direct measures of labor market outcomes (salary and bonuses) were not necessarily positive, as standard economic theory predicts. Rather, the relationship is indirect, as it appears that students with greater academic success obtained employment in more clinical settings, which carry a different mix of pecuniary and non-pecuniary benefits. Type: Original Research

Prediction of Academic Performance for College Students by Sex and Race

1977 ◽  
Vol 41 (3_suppl) ◽  
pp. 1183-1186 ◽  
Author(s):  
Marc L. Zimmermann ◽  
John T. Goldston ◽  
Bernadette M. Gadzella
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Short Form ◽  
Data Bank ◽  
Study Habits ◽  
Grade Point ◽  
White Males ◽  
Mental Maturity ◽  
Relationship Of ◽  
The Relationship

Discriminant function analyses were computed from scores compiled in a comprehensive, 32-variable, data bank using grade-point average groups as criteria. Separate constellations of variables predicted academic performance for each group (divided by race and sex). Black males' ( n = 12) and females' ( n = 25) academic performance could not be predicted by standardized tests but was predicted by a study habits inventory. The study habits inventory and the California Short-form Test of Mental Maturity predicted academic success for white males and females ( ns = 62 and 113, respectively). However, for the females it was concluded that the relationship of the student with the teacher was the important determinant of academic success.

Commuters Versus Residents: The Effects of Living Arrangement and Student Engagement on Academic Performance

2017 ◽  
Vol 21 (3) ◽  
pp. 286-304 ◽  
Author(s):  
Denise Balfour Simpson ◽  
Dana Burnett
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Student Engagement ◽  
Undergraduate Students ◽  
Living Arrangement ◽  
Full Time ◽  
Residential Students ◽  
Grade Point ◽  
Academic Challenge ◽  
The Relationship

This study focused on the relationship between living arrangement (residential vs. commuter) and the academic performance (grade point average) of first-year, full time undergraduate students at one public, 4-year university in the Southeast. Additionally, we analyzed five educationally effective practices as described by the National Survey of Student Engagement (NSSE): level of academic challenge active and collaborative learning, student–faculty interaction, enriching educational experiences, and supportive campus environment, to identify possible mediators to the relationship between living arrangement and academic performance. We found commuter students earned higher grade point averages than residential students; however, students in both living environments benefited from participating in high levels of academic challenge. While the results of this study challenged the perception that commuters as a group achieve academically at lower levels than residential students, our findings supported prior literature. Our results suggest the amount of time and energy students invest in the college experience relates to students’ academic success, regardless of living arrangement.

scholarly journals The relationship between the National Senior Certificate and the National Benchmark Test for accounting students at a South African university

2021 ◽  
Vol 12 (01) ◽  
Author(s):  
Riley Carpenter ◽  
◽  
Lily Roos ◽  
Keyword(s):  
South Africa ◽  
Academic Performance ◽  
Black Students ◽  
South African ◽  
Empirical Research ◽  
Accounting Students ◽  
Strong Correlations ◽  
Benchmark Test ◽  
Factors Influencing ◽  
The Relationship

The South African accounting profession needs racial transformation. Consequently, students pursuing the chartered accountant (South Africa) (CA(SA)) designation, especially at-risk Black students, require adequate support. To be successful, the support must be driven by factors influencing students’ academic performance. As prior academic performance is one such factor, this study examines the relationship between the National Senior Certificate (NSC) exams and the National Benchmark Test (NBT) for students enrolled in an accounting degree at a South African university. Due to numerous moderate and strong correlations between NSC and NBT results, without multicollinearity, it was concluded that both sets of results should be considered as factors contributing to students’ academic performance. The findings highlight the need for further empirical research on NSC and NBT results as determinants of success for accounting students.

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