scholarly journals Entrepreneurial interest and academic performance in Nigeria: evidence from undergraduate students in the University of Ibadan

2017 ◽  
Vol 6 (1) ◽  
Author(s):  
Uche A. Osakede ◽  
Akanni O. Lawanson ◽  
Deborah A. Sobowale
Keyword(s):  
Academic Performance ◽  
Undergraduate Students ◽  
The University ◽  
University Of Ibadan

Correlating entrance data and first year academic performance of students enrolled in the Integrated Master in Mechanical Engineering at the University of Porto

2021 ◽  
pp. 030641902110156
Author(s):  
TMGP Duarte ◽  
AM Lopes ◽  
LFM da Silva
Keyword(s):  
Academic Performance ◽  
Secondary School ◽  
Undergraduate Students ◽  
Mechanical Engineering ◽  
Institutional Factors ◽  
First Year ◽  
Female Type ◽  
The University ◽  
First Year University ◽  
Over Time

Understanding how the academic performance of first year undergraduate students is influenced by home, personal and institutional factors is fundamental to delineate policies able to mitigate failure. This paper investigates possible correlations between the academic performance of students at the end of high school with their achievements at the end of first year university. Data for students in the Integrated Master in Mechanical Engineering (MIEM) program within the Faculty of Engineering at the University of Porto are analysed for the period 2016/2017 to 2019/2020. The students’ performance is measured by two metrics and the students are structured as a whole and by groups, according to their gender (Male/Female), type of secondary school (Public/Private), living place (Away/Home) and the rank of MIEM in their application list of options (Option 1/Option 2–6). The information is organized statistically and possible correlations between the data are investigated. The analysis reveals limited correlation between the two metrics, meaning that all students may exhibit good or poor results at the end of first year in MIEM, independent of their status at entrance. An unanticipated pattern is exhibited for the group Option 2–6, since it shows that, despite entering into MIEM without top application marks, the students in this group can perform as well as the others. This behavior is consistent over time.

scholarly journals How far is too far? An analysis of students’ perceptions of the impact of distance between university and family home on academic performance

2017 ◽  
Vol 10 (15) ◽  
pp. 28-40
Author(s):  
Rosalina Pisco Costa ◽  
Carlos Vieira ◽  
Isabel Vieira
Keyword(s):  
Academic Performance ◽  
Undergraduate Students ◽  
Online Survey ◽  
Negative Impact ◽  
Two Dimensions ◽  
Family Home ◽  
Socially Relevant ◽  
The University ◽  
Work Done ◽  
The Impact

AbstractTransition to university is a challenging phase in youngsters’ lives. The literature indicates that geographical distance separating the places of study and of family residence adds to the difficulties of transition and adjustment to university. Recent evidence suggests that it also negatively impacts students’ grades. Despite important work done by economists, geographers and psychologists, sociology has devoted scarce interest in understanding this topic. This article seeks to bridge this gap, specifically exploring the reasons justifying the largely ignored effect of distance between the university and family home in academic performance. The study draws on data on undergraduate students of a Portuguese public university, collected through an online survey. Two dimensions, one more related to practical life occupations and another more linked to personal feelings and activities, are examined. It is argued that the negative impact of distance is mainly due to homesickness and to the time spent traveling home. Results from such analysis are twofold socially relevant: of the utmost importance for families, academics and students’ support services, deserve to be seriously considered by policy makers deciding on the territorial distribution of higher-education institutions.

scholarly journals Traits versus Grades—The Incremental Predictive Power of Positive Psychological Factors over Pre-Enrollment Achievement Measures on Academic Performance

2021 ◽  
Vol 11 (4) ◽  
pp. 1744
Author(s):  
Beatrix Séllei ◽  
Nóra Stumphauser ◽  
Roland Molontay
Keyword(s):  
Academic Performance ◽  
Undergraduate Students ◽  
Psychological Factors ◽  
Predictive Power ◽  
Logistic Regression Models ◽  
University Of Technology ◽  
Achievement Measures ◽  
University Performance ◽  
The University ◽  
Better Than

Understanding what (and to what extent) psychological factors affect university performance has attracted a lot of research interest recently. In this paper, we use logistic regression models to study the incremental predictive power of positive psychological factors over pre-enrollment achievement measures on academic performance. The study is based on the data of 302 business and economics undergraduate students from the Budapest University of Technology and Economics. Coping proved to be the most important factor that sheds light on the importance of stress management for students. We also found that using properly chosen psychological factors measuring coping, personality traits, psychological immune system, emotional intelligence, and PERMA (P—positive emotion, E—engagement, R—relationships, M—meaning, A—accomplishments) factors, together with the university entrance score and academic performance can be predicted significantly better than solely relying on pre-enrollment achievement measures.

scholarly journals Science Majors and Nonscience Majors Entering Medical School: Acceptance Rates and Academic Performance

1997 ◽  
Vol 17 (1) ◽  
pp. 32-41 ◽  
Author(s):  
Norma E. Sorenson ◽  
James R. Jackson
Keyword(s):  
Academic Performance ◽  
Medical School ◽  
Undergraduate Students ◽  
Science Majors ◽  
University Of Alabama ◽  
Nonscience Majors ◽  
School Of Medicine ◽  
Significant Difference ◽  
Acceptance Rates ◽  
The University

As undergraduate students, most applicants to medical schools have majored in a natural science area. This study compared rates of acceptance and medical school academic performance of science and nonscience majors applying to 13 classes of The University of Alabama School of Medicine. There was no significant difference in acceptance rates between the two types of majors. Upon matriculation, medical students with nonscience majors performed as well as those with science majors on most standard measures of medical school academic performance.

scholarly journals Predicting Undergraduate Level Students’ Performance Using Regression

2021 ◽  
Vol 4 (1) ◽  
pp. 129-139
Author(s):  
S Akuma ◽  
H Abakpa
Keyword(s):  
Academic Performance ◽  
Undergraduate Students ◽  
Educational Institutions ◽  
First Year ◽  
Grade Point ◽  
University Environment ◽  
First Semester ◽  
Cumulative Grade Point Average ◽  
Moderating Factors ◽  
The University

Students’ academic performance in the university environment changes from one academic year to another as they climb up the ladder of their academic programme. Predicting students’ academic performance in higher educational institutions is challenging due to the lack of a central database of students’ performance records. The other challenge is the lack of standard methods for predicting students’ performance and other moderating factors like physical, economic and health that affect students’ progress. In this work, we predicted students’ performance based on previous academic results. A model to predict students’ performance based on their Cumulative Grade Point Average (CGPA) was developed using Linear Regression Algorithm. A dataset of 70 undergraduate students studying Computer Science was analyzed and the results show that the model was able to predict the 4th year CGPA of the Students using the previous Cumulative Grade Point of the past three years with an accuracy of 87.84%, and a correlation of 0.9338. This study also identified students’ second semester CGPA in the first year and their first semester CGPA in the second year as the most important CGPAs that affect the accuracy

scholarly journals Knowledge, perception and experience of sexual entrapment among undergraduate students of the University of Ibadan, Nigeria

2019 ◽  
Vol 3 ◽  
pp. 1466 ◽  
Author(s):  
Aisha I. Sule ◽  
Musibau A. Titiloye ◽  
Oyedunni S. Arulogun
Keyword(s):  
Undergraduate Students ◽  
Suicide Attempts ◽  
Psychological Trauma ◽  
Social Consequences ◽  
Religious Activities ◽  
Cross Sectional Survey ◽  
Depth Interview ◽  
The University ◽  
University Of Ibadan ◽  
Ibadan Nigeria

Background: Deceit into sexual activities without the victim being aware of the intended action is common in tertiary institutions as the environment promote activities that make students vulnerable, especially females, young and new students. The resulting physical, psychological and social consequences, including harassment, sexual assault, non-consensual sex, injury, psychological trauma and suicide attempts, have affected many young people. This study was aimed at exploring the knowledge, perception, experience of sexual entrapment among undergraduate students of the University of Ibadan, Ibadan, Nigeria. Methods: This multi-stage cross-sectional survey involved 422 participants using semi-structured questionnaire and an in-depth interview guide. Quantitative data were analyzed statistically, while Qualitative data was analyzed thematically. Results: Mean age of respondents was 20.5±3.0 years, 52.6% were males, 58.8% and 81% had a good knowledge and perception of sexual entrapment, respectively. Prevalence of sexual entrapment was 18%, affecting more males (55.3%) and first year students (39.5%), 59.2% of the perpetrators are friends of the victim. Students were entrapped on campus through; emotional support (42.1%), money (34.2%), accommodation assistance (7.9%), material things/gifts (21.1%), assignment assistance (10.5%), help with registration (4.0%), religious activities (6.6%), debt repayment (11.8%) and counseling (9.2%). It resulted to; unwanted sex (34%), rape (4%), pregnancy (1.3%), STDs (4%), Injury (13%), psychological trauma (27.6%), loss of trust (52.6%) and attempted suicide (23.7%) among victims. Effective coping mechanisms were adopted by 55.3% of respondents. There was a significant association between knowledge and perception; knowledge and experience; perception and experience (p<0.05). Findings from the in-depth interview revealed care, tutoring, political positions, and pretense to need help as other tactics. Conclusions: Sexual entrapment is common on campus, affecting males and females, knowledge and perception influence experience of sexual entrapment, requiring the need for a holistic approach to reduce its prevalence.

Facebook and academic performance: Reconciling a media sensation with data

First Monday ◽  
2009 ◽  
Author(s):  
Josh Pasek ◽  
Eian More ◽  
Eszter Hargittai
Keyword(s):  
Academic Performance ◽  
Undergraduate Students ◽  
Negative Relationship ◽  
Data Sets ◽  
Cross Sectional ◽  
The Press ◽  
Facebook Use ◽  
Correlational Data ◽  
Nationally Representative ◽  
The University

A recent draft manuscript suggested that Facebook use might be related to lower academic achievement in college and graduate school (Karpinski, 2009). The report quickly became a media sensation and was picked up by hundreds of news outlets in a matter of days. However, the results were based on correlational data in a draft manuscript that had not been published, or even considered for publication. This paper attempts to replicate the results reported in the press release using three data sets: one with a large sample of undergraduate students from the University of Illinois at Chicago, another with a nationally representative cross sectional sample of American 14- to 22-year-olds, as well as a longitudinal panel of American youth aged 14-23. In none of the samples do we find a robust negative relationship between Facebook use and grades. Indeed, if anything, Facebook use is more common among individuals with higher grades. We also examined how changes in academic performance in the nationally representative sample related to Facebook use and found that Facebook users were no different from non-users.

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