Learning Approaches and Academic Performance

Since Graduate on Time (GOT) being introduced as one of their key performance indicators (KPIs), certain higher education institutions are facing with situation where students are unable to complete their studies within the specified time frame. Various learning approaches have been adopted by educators in their effort to enhance students’ examination results so as to assist them to graduate on time. Studies by Tan and Laswad (2015) and Davidson (2002) have proven that learning approaches do significantly give an impact to academic performances, while Djajadikerta et al. (2008) and Chan (2011) have shown otherwise. Hence, this study is performed in order to provide further evidences concerning learning approaches and their impact onto students’ academic performance, i.e. their examination grades. Using Biggs’ (1987a) Study Process Questionnaire, 208 completed questionnaires are obtained from final semester students of Diploma in Accountancy from Faculty of Accountancy, UiTM Perak Branch, Tapah Campus. Data pertaining to their previous semesters’ grades are obtained from the online academic system and analyses are performed using SPSS. The result reveals a significant positive relationship between learning approaches and Cumulative Grade Point Average (CGPA), and it has definitely add credence to the body of knowledge pertaining this matter.

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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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Recreation Center Utilization Affects Academic Outcomes

Recreational Sports Journal ◽

10.1123/rsj.2016-0041 ◽

2017 ◽

Vol 41 (1) ◽

pp. 67-75

Author(s):

LesleyAnne Roddy ◽

Rachael J. Pohle-Krauza ◽

Becky Geltz

Keyword(s):

Academic Performance ◽

Grade Point Average ◽

Academic Outcomes ◽

Undergraduate Student ◽

Female Students ◽

Student Records ◽

Grade Point ◽

Cumulative Grade Point Average ◽

Very High

This study described the association between students' use of a university recreation center and concomitant achieved cumulative grade point average (GPA). Data were derived retrospectively from undergraduate student records from 12 consecutive months ( N = 6,098). Results showed that in general, use of the recreation center on campus was beneficial to a student's academic performance, where female students who visited the facility more often had higher GPAs on average. When GPAs were considered categorically for all students, however, those with the very lowest academic performance were characterized by a very high pattern of use, indicating that there may be a threshold benefit to center utilization.

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Impact of Socio-economic Factors on Undergraduate Students’ Academic Performance in Bangladesh: A Case Study at Social Science Faculty, University of Dhaka

Asian Journal of Social Sciences and Legal Studies ◽

10.34104/ajssls.021.01470157 ◽

2021 ◽

pp. 147-157

Keyword(s):

Academic Performance ◽

Social Science ◽

Grade Point Average ◽

Undergraduate Students ◽

Economic Factors ◽

Science Faculty ◽

Grade Point ◽

Class Attendance ◽

Cumulative Grade Point Average ◽

Socio Economic Factors

This study attempts to identify the potential impacts of socio-economic factors on undergraduate students’ academic performance in Bangladesh. In this study, cross-sectional primary data have been collected from 300 randomly selected undergraduate students of the Social Science faculty, University of Dhaka. Among them, 164 are male students and 136 are female students. Sample students have been selected randomly through a simple random sampling method and a structured questionnaire containing both closed and open-ended questions has been used to collect data. Analysis of Covariance (ANCOVA) model is used to find out the impacts of all these socio-economic variables on undergraduate students’ academic performance or CGPA (Cumulative grade point average). The OLS estimation technique is used for estimating slope coefficients of independent variables. The main findings of this study show that class attendance, study hour, previous academic results, university admission test scores, family income, father’s education, mother’s education, and group study have a positive and significant impact on under-graduate students’ CGPA (Cumulative grade point average). And the dummy variables of gender, participation of part time-job, and extra-curriculum activities have a negative impact on CGPA. By analyzing the findings of this paper, it can be concluded that the academic performance of undergraduate students can be improved by motivating students about their regular class attendance and per day study hours, providing strong educational basement at the school and college level, providing free adult education, giving financial support to the students of a poor family, ensuring ICT based education system and free internet access for both teachers and students.

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Mobile CGPA Monitoring System

Emerging Self-Directed Learning Strategies in the Digital Age - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-3465-5.ch002 ◽

2018 ◽

pp. 10-21

Author(s):

Muhammad Aminu Umar ◽

Abdullahi Shuru ◽

Aliyu Muhammad Kufena ◽

Mohammed Yahaya Tanko ◽

Ahmed Aminu Sambo ◽

...

Keyword(s):

Academic Performance ◽

Grade Point Average ◽

Learning Strategies ◽

Performance Monitoring ◽

Self Directed Learning ◽

Grade Point ◽

Cumulative Grade Point Average ◽

Academic Standing ◽

Course Work ◽

Directed Learning

The digital age also referred to as information age is characterized with the ability to transfer information freely and quickly. This makes self-directed learning strategies to gain ground. Self-directed learning facilitate students or learners to take ownership of their learning. Individual academic performance monitoring is an essential part of self-directed learning. In order to achieve this, certain performance measuring technique is required to guide learners in monitoring their performance such as Cumulative Grade point average (CGPA). Students' Academic performance of is characterized by the overall performance in both test, course work and examinations each year which culminates in a grade point average. This has help in determining the academic standing of students. Therefore, this chapter proposed a mobile CGPA calculator to help students monitor and measure their performance during the learning process. The system is proven to be effective against the required functionalities.

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Academic Performance is Not a Viable Determinant of Physical Therapy Students' Burnout

Perceptual and Motor Skills ◽

10.2466/pms.1996.83.1.21 ◽

1996 ◽

Vol 83 (1) ◽

pp. 21-22 ◽

Cited By ~ 37

Author(s):

Joseph A. Balogun ◽

Teresa M. Hoeberlein-Miller ◽

Estelle Schneider ◽

Joanne S. Katz

Keyword(s):

Academic Performance ◽

Physical Therapy ◽

Grade Point Average ◽

Emotional Exhaustion ◽

Personal Accomplishment ◽

Physical Therapy Students ◽

Grade Point ◽

Cumulative Grade Point Average

This study investigated the proposed link between students' academic performance and burnout. We found no significant correlations between students' cumulative grade point average and ratings of emotional exhaustion, depersonalization, and personal accomplishment.

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PLUS – An Academic Mentorship Guide for Undergraduate Studies: A Preliminary Study

Journal of Cognitive Sciences and Human Development ◽

10.33736/jcshd.3675.2021 ◽

2021 ◽

Vol 7 (2) ◽

pp. 121-130

Author(s):

Ping Ping Tan

Keyword(s):

Academic Performance ◽

Grade Point Average ◽

Undergraduate Students ◽

Grade Point ◽

Face To Face ◽

Digital Education ◽

Cumulative Grade Point Average ◽

Undergraduate Studies ◽

Preliminary Study ◽

Constant Improvement

This paper introduces an approach to academic mentorship, named PLUS, that specifically assist students in their academic performance through personalised guidance. Through the guidance of a mentor, PLUS lets mentees evaluate their strength and weakness before setting their target to achieve for each subject. Based on this preliminary study with 23 computer science undergraduate students by measuring their academic performance using the cumulative grade point average (CGPA), students that are not introduced to PLUS tend to perform inconsistently throughout their undergraduate studies compared to those introduced to PLUS. Weaker students (CPGA <2.8) with face-to-face guidance with a mentor using the PLUS approach displayed constant improvement compared to those who did not have any mentor. Regardless of what stage of their undergraduate studies the students are introduced to PLUS, all the students that applied PLUS showed consistent improvement and agreed that the method is valid. PLUS, personalised guidance helps the mentor connect with the mentee better, a good complement to the digital education lacking in human connection. It warrants further investigation beyond this preliminary study.

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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.16762.1 ◽

2019 ◽

Vol 8 ◽

pp. 154 ◽

Cited By ~ 3

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

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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 Successful College Academic Performance from Measures of Body-Cathexis, Self-Cathexis, and Anxiety

Perceptual and Motor Skills ◽

10.2466/pms.1965.20.2.431 ◽

1965 ◽

Vol 20 (2) ◽

pp. 431-432 ◽

Cited By ~ 6

Author(s):

William F. White ◽

James A. Wash

Keyword(s):

Academic Success ◽

Grade Point Average ◽

Predictive Validity ◽

Educational Psychology ◽

The Body ◽

Grade Point ◽

Highly Correlated ◽

Body Cathexis ◽

Senior Students ◽

College Academic Success

Measures of body-cathexis, self-cathexis, and anxiety were administered to 74 junior and senior students in educational psychology The body and self tended to be cathected to the same degree, and anxiety was highly correlated with both cathexes. Correlations with grade-point average were nonsignificant. Thus, values placed on body and self tended to be commensurate but lack predictive validity for college academic success.

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Influence of Future Possible Selves on Outcome Expectancies, Intended Behavior, and Academic Performance

Psychological Reports ◽

10.1177/0033294118806483 ◽

2018 ◽

Vol 122 (6) ◽

pp. 2320-2330 ◽

Cited By ~ 1

Author(s):

Michael D. Barnett ◽

Joseph Hernandez ◽

Patrick R. Melugin

Keyword(s):

Academic Performance ◽

Grade Point Average ◽

Learned Helplessness ◽

Academic Engagement ◽

Possible Selves ◽

Outcome Expectancies ◽

Control Group ◽

Temporal Position ◽

Grade Point ◽

Good Grade

The purpose of this study was to investigate whether contact with future possible selves impacts individuals’ outcome expectancies, intended behaviors, and long-term outcomes with regard to academic performance. Specifically, we investigated whether having college students attempt to connect with an academically successful or unsuccessful future possible self through a message composition activity would impact their perceived likelihood of getting a good grade point average, intended academic engagement (i.e., intentions to attend class, study, etc.), and academic performance as measured by grade point average over two subsequent semesters. The study was novel in that we considered the role of temporal position—that is, the current self contacting a future possible self or a future possible self contacting the current self. Results found that students who composed a message from an academically unsuccessful future possible self to their current self had lower outcome expectancies—that is, they believed that they had less chance of obtaining a good grade point average—and lower intended academic engagement than a control group that composed a message to a friend; however, the groups did not vary in academic performance. It is possible that contact with a future possible self that was academically unsuccessful introduced a form of learned helplessness in those participants.

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