scholarly journals Factors Affecting Students’ Academic Performance in Higher Education: Evidence from Accountancy Degree Programme

2020 ◽  
Vol 13 (1) ◽  
pp. 1-16
Author(s):  
Haslinda Hassan ◽  
Rosli Mohamad ◽  
Raja Haslinda Raja Mohd Ali ◽  
Yurita Yakimin Abdul Talib ◽  
Hafizah Mohamad Hsbollah
Keyword(s):  
Academic Performance ◽  
Secondary School ◽  
Student Performance ◽  
Ethnic Groups ◽  
Quantitative Research ◽  
Family Income ◽  
Secondary Data ◽  
Holistic Approach ◽  
Accounting Students ◽  
Grade Point

The increasing demands for accountants in the future have resulted in an increased number of students enrolling in the accounting programmes of Malaysian universities. This expansion, however, has caused some concern about whether these students are likely to succeed in their studies. This study, therefore, aims to examine the factors that drive the academic performance of accounting students at Malaysian universities. The factors included gender, ethnic groups, type of secondary school, sponsorship, and family income. The students’ academic performance was represented by their cumulative grade point average (CGPA) obtained at the end of their programs. The study used a quantitative research design using secondary data of 367 undergraduate accounting students graduated in 2016 from the Universiti Utara Malaysia (UUM) for analysis. The findings suggested that there were significant differences in students’ academic performance related to ethnic groups, type of secondary school, and family income. Specifically, Malay, Indian, and other students performed less well than did Chinese students. Gender and sponsorship, however, had no significant influence on their academic performance. The study’s findings could help higher learning institutions, parents, and policymakers to formulate effective intervention mechanisms and to introduce a more holistic approach to improve student performance.

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>

Racial and low-income quotas in Brazilian universities: impact on academic performance

2018 ◽  
Vol 45 (1) ◽  
pp. 156-176
Author(s):  
Claudia Bueno Rocha Vidigal
Keyword(s):  
Academic Performance ◽  
Student Performance ◽  
Low Income ◽  
Family Income ◽  
Negative Impact ◽  
Public And Private ◽  
Content Type ◽  
The North ◽  
Significant Difference ◽  
The Impact

Purpose The purpose of this paper is to estimate the impact of racial and low-income quotas on academic performance of students from public and private universities in Brazil. Design/methodology/approach Using propensity score matching applied to student-level data from the National Examination of Student Performance conducted in 2012; this paper identifies the impact of the quota policy on academic performance considering all Brazilian universities. Findings The results indicate that there is no statistically significant difference in academic performance between students admitted under the racial quota and those who had the regular admission (non-quota students). The impact is positive, however, for students from the North region of Brazil and among those with very low family income, whereas a negative impact is observed for those from the Central-West region. In regard to the low-income quota, quota students perform worse than eligible non-quota students as their scores are, on average, 14 percent lower. Similar findings are observed when different subsamples are considered. Originality/value This paper’s main contribution is to provide a broader and more rigorous empirical approach than that presented by the existing literature in order to evaluate the impact of quota policies on academic achievement. Moreover, this study considers all Brazilian institutions whereas previous studies are limited to only one or a few universities.

scholarly journals IMPROVING THE ACADEMIC PERFORMANCE OF FORM TWO ACCOUNTING STUDENTS OF TOASE SENIOR HIGH SCHOOL IN APPLYING THE DOUBLE ENTRY PRINCIPLE THROUGH GROUP LEARNING TECHNIQUE

2021 ◽  
Vol 4 (1) ◽  
pp. 01-06
Author(s):  
Isaac Ampofo Atta Junior ◽  
Isaac Ampofo Atta Senior ◽  
Beatrice Ampofo
Keyword(s):  
Academic Performance ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
Group Learning ◽  
Accounting Students ◽  
Group Method ◽  
Learning Methods ◽  
Teachers And Students ◽  
Double Entry ◽  
Effective Teaching And Learning

Action research was used including quantitative research to help the research achieve the stated objectives. The sample size is 45 which was made up of 30 male students, 10 female students, and 5 accounting teachers. The problem under study used classroom tests, questionnaires, observation, and interviews as data collection instruments. Findings revealed that, for effective teaching and learning of the double-entry principle, the Group method is the best way for teaching. Teachers and students agreed that the use of group learning methods during teaching and learning will help improve the academic performance of the pupils. Students develop an interest in learning Accounting during the group learning method. The findings indicated that the use of group learning methods and to enhance teaching and learning will motivate students to learn Accounting and improve their academic performance by providing high classroom participation, a deeper understanding of concepts, and equip them with knowledge and skills.

scholarly journals ACCOUNTING STUDENTS’ ACADEMIC MISCONDUCT AS THE CORRUPTIVE BEHAVIOR: WHAT ACADEMIC FACTORS INFLUENCING?

2020 ◽  
Vol 3 (1) ◽  
pp. 33-55
Author(s):  
Suwaldiman Suwaldiman ◽  
Irlya Noerofi Tyas
Keyword(s):  
Academic Performance ◽  
Grade Point Average ◽  
Academic Misconduct ◽  
Financial Accounting ◽  
Accounting Students ◽  
Grade Point ◽  
Academic Factors ◽  
Factors Influencing ◽  
Economics Faculty ◽  
The Impact

This research was conducted because the consideration of the widespread of students’ corruptive behavior in term of academic misconducts. This research examines the impact of students’ academic performance on their corruptive behavior perception. The data samples are the accounting students of Economics Faculty of Universitas Islam Indonesia. The corruptive behavior is defined as the academic misconducts that are usually done by students. It is measured by their tolerance perception of the academic misconducts. The academic performance is defined and measured as the students’ achievements on the subjects undertaken. These are represented by grade point average (GPA), grade of financial accounting and auditing subjects. A regression analysis is employed to test whether those academic performance have significant impact to the corruptive behavior perception. Based on the analysis, it is found that the GPA and the grade of financial accounting subjects have a positive and significant impact on the corruptive behavior perception. It is suggested that the better performance achieved by students on GPA and these subjects, the better their perception of corruptive behavior. However, this research does not prove that the grades of auditing subjects have a significant impact on the corruptive behavior perceive.

scholarly journals An Investigation of Secondary School STEM Subjects as Predictors of Academic Performance in Tertiary Level Health Sciences Programs

2020 ◽  
Vol 10 (1) ◽  
pp. 76
Author(s):  
Conner Blackmore ◽  
Kathryn Hird ◽  
Ryan S Anderton
Keyword(s):  
Academic Performance ◽  
Secondary School ◽  
Relative Increase ◽  
Health Science ◽  
School Mathematics ◽  
School Students ◽  
Grade Point ◽  
Secondary School Mathematics ◽  
Science Courses ◽  
Predictors Of Academic Performance

Tertiary institutions are experiencing an increased number of enrolments, with students varying in their demographics, previous education, and academic achievement. This relative increase in undergraduate enrolments in Australia has not translated to an increase in student retention or graduate numbers. This prompts the need to explore predictors of academic performance for tertiary students to identify those most at risk of underperforming. This study aimed to investigate the relationship between secondary school subject completion and undergraduate grade point average (GPA). A cohort of 709 secondary school students entering undergraduate health science courses between 2012 and 2015 at an Australian university were investigated. Completion of Mathematics 3C3D, Physics, Chemistry and Physical Education Australian Tertiary Admission Rank (ATAR) subjects were significantly associated with GPA. In a subset of 458 students, longitudinal analysis revealed completion of secondary school Mathematics 3C3D was a significant predictor of academic performance over the duration of the tertiary health science courses. The results suggest that completion of advanced secondary school mathematics, but not physical sciences, is predictive of student achievement. This outcome further supports the need for improved uptake and completion of advanced mathematics in secondary school.

Exploring factors facilitating and hindering college-university Pathway Program completion

2016 ◽  
Vol 30 (1) ◽  
pp. 20-42 ◽  
Author(s):  
Jennifer Percival ◽  
Maurice DiGiuseppe ◽  
Bill Goodman ◽  
Ann LeSage ◽  
Fabiola Longo ◽  
...  
Keyword(s):  
Academic Performance ◽  
Critical Role ◽  
Secondary Data ◽  
Grade Point ◽  
Content Type ◽  
Cultural Barrier ◽  
Cultural Aspects ◽  
The Social ◽  
University Transfer ◽  
Higher Education Experiences

Purpose – The purpose of this paper is to explore not only the academic measures such as grade point average of success of college-to-university transfer programs (Pathway Programs), but also the social-cultural facilitators and barriers throughout the students’ Pathway experience. Design/methodology/approach – The experience of students and academic advisors moving between Queensdale College and North Star University (NSU) (pseudonyms) were analyzed using a mixed-methods approach including analysis of data from online surveys, secondary data (course performance), and focus group interviews. Findings – Students who are able to enter the Pathway Programs at NSU perform on average better than their four-year traditional program peers. There remain a number of social-cultural barrier which need to be addressed to improve the overall experience of these transfer students. Practical implications – The results from this study will assist the administrative decision makers in designing Pathways and their associated communication plans in order to meet the needs of the students with tools and supports that are both perceived by the students as valuable and are improving their Pathway experience and ultimately their academic performance. Originality/value – The move to develop Pathway Programs in Ontario is a new phenomenon, even in provinces where this is more common, few studies exist which consider the social-cultural aspects of the student journey between the two institutions. This study moves beyond the standard academic performance data and provides insight into the critical role played by the social aspects in higher education experiences.

scholarly journals Accounting Students’ Academic Performance by Their Background Information

2020 ◽  
Vol 26 (2) ◽  
pp. 54
Author(s):  
Siti Antika Sari ◽  
Ani Wilujeng Suryani
Keyword(s):  
Academic Performance ◽  
High Performance ◽  
Secondary Data ◽  
Female Students ◽  
Living Environment ◽  
Accounting Students ◽  
Background Information ◽  
Educational Funding ◽  
Better Than ◽  
At Home

This study aims to determine differences in academic performance of accounting students by their background information. This study involved secondary data from 810 accounting students, analyzed by using Kruskal Wallis test to investigate differences on gender, living environment and funding source. The results show that the academic performance of female students who live at home and obtain scholarship are better than other groups. However, males who live at home and obtain scholarship have indifferent academic performance from other male groups. These findings indicate that gender, living environment and type of educational funding can be taken into consideration to differentiate students’ academic performance. The results of this study can be used by universities to make decisions in determining acceptance criteria, to identify potential students to increase academic performance, and to resolve problems of underperformed students. This research provides an evidence that females and males have different academic performance. Moreover, we found that females who obtained scholarship maintain their high performance, while males are indifferent in their academic performance irrespective of their source of funding

scholarly journals Fuzzy based Decision Support Model for Deciding the Students’ Academic Performance

2021 ◽  
Vol 11 (10) ◽  
pp. 118-130
Author(s):  
Ditdit Nugeraha Utama ◽  
◽  
Deddy Kurniawan
Keyword(s):  
Academic Performance ◽  
Decision Support ◽  
Performance Assessment ◽  
Student Performance ◽  
Personal Data ◽  
Evaluation Process ◽  
Real Data ◽  
Decision Support Model ◽  
Grade Point ◽  
Support Model

— In the education domain, especially in higher education, a standard of performance assessment is determined by the grade point average (GPA). In its use in the evaluation process, GPA assessment standards have some shortcomings, such as focusing only on the improvement of the GPA value regardless of other factors that can affect an evaluation result, so that the GPA standard cannot be used as one and only one basic reference in determining the results of performance evaluation ideally. The study is a completed version of the previous one. The purpose of this study is to construct a decision support model (DSM) that can conduct performance assessment by considering various parameters that are considered to affect the academic performance results of students. The model was constructed by using three methods: fuzzy logic of Sugeno, conventional, and mathematical. This study uses quantitative data analysis because the data used is real data in the form of personal data and academic value data of students in the field. The predetermined methods were implemented in this study to calculate the academic performance value of students by considering various other parameters outside the GPA parameters. So that the assessment results will be more ideal and can strengthen the standard of GPA assessment in conducting the process of evaluating student performance. Also, finally, the verification and validation values of the model are represented.

scholarly journals ACCOUNTING STUDENTS’ ACADEMIC MISCONDUCT AS THE CORRUPTIVE BEHAVIOR: WHAT ACADEMIC FACTORS INFLUENCING?

2019 ◽  
Vol 3 (1) ◽  
pp. 33-55
Author(s):  
Suwaldiman Suwaldiman ◽  
Irlya Noerofi Tyas
Keyword(s):  
Regression Analysis ◽  
Academic Performance ◽  
Grade Point Average ◽  
Academic Misconduct ◽  
Financial Accounting ◽  
Accounting Students ◽  
Grade Point ◽  
Academic Factors ◽  
Factors Influencing ◽  
The Impact

This research was conducted because the consideration of the widespread of students’ corruptivebehavior in term of academic misconducts. This research examines the impact of students’ academicperformance on their corruptive behavior perception. The data samples are the accounting students ofEconomics Faculty of Universitas Islam Indonesia. The corruptive behavior is defined as the academicmisconducts that are usually done by students. It is measured by their tolerance perception of theacademic misconducts. The academic performance is defined and measured as the students’achievements on the subjects undertaken. These are represented by grade point average (GPA), gradeof financial accounting and auditing subjects. A regression analysis is employed to test whether thoseacademic performance have significant impact to the corruptive behavior perception. Based on theanalysis, it is found that the GPA and the grade of financial accounting subjects have a positive andsignificant impact on the corruptive behavior perception. It is suggested that the better performanceachieved by students on GPA and these subjects, the better their perception of corruptive behavior.However, this research does not prove that the grades of auditing subjects have a significant impacton the corruptive behavior perceive.Keywords: academic misconduct, academic performance, corruptive behavior

The Prediction of College Student Academic Performance and Retention: Application of Expectancy and Goal Setting Theories

2009 ◽  
Vol 11 (2) ◽  
pp. 227-246 ◽  
Author(s):  
Barry A. Friedman ◽  
Rhonda G. Mandel
Keyword(s):  
High School ◽  
Academic Performance ◽  
College Student ◽  
Student Retention ◽  
Student Performance ◽  
Goal Setting ◽  
First Year ◽  
Sat Scores ◽  
Grade Point ◽  
High School Gpa

Student retention and performance in higher education are important issues for educators, students, and the nation facing critical professional labor shortages. Expectancy and goal setting theories were used to predict academic performance and college student retention. Students' academic expectancy motivation at the start of the college significantly predicted cumulative GPA at the end of their first year. Compared to students who did not return, students that returned for their sophomore year reported greater peer competition with respect to academic goals, perceived good grades to be more attractive, and reported more effort to get good grades. Students' SAT scores and high school grade point average were significantly related to both cumulative GPA and retention after the first year. Study implications are discussed with an emphasis on the motivational set of college applicants, in conjunction with more traditional criteria (e.g., high school GPA) that together may increase student performance and retention.

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