Predicting Academic Success for Business and Computing Students

2018 ◽  
pp. 1098-1109
Author(s):  
Kawtar Tani ◽  
Andrew Gilbey
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Academic Success ◽  
New Zealand ◽  
Success Rate ◽  
Tertiary Education ◽  
Educational Institutions ◽  
First Year ◽  
Education Students ◽  
Additional Support

Various means to predict the success rate of students have been introduced by a number of educational institutions worldwide. The aim of this research was to identify predictors of success for tertiary education students. Participants were 353 students enrolled on Business and Computing programmes between 2009 and 2014, at a tertiary education provider in New Zealand. Enrolment data were used to determine the relationships between completion of the programme and prior academic achievement, age, ethnicity, gender, type of enrolment, and programme of study. These variables, as well as the overall GPA of the programme, were used to examine their relationship with the first year GPA. Results showed that pre- and post-enrolment data can be used for prediction of academic performance in ICT programmes. Based on the significance of some variables, tertiary education institutions can identify students who are likely to fail, these students can therefore be considered for additional support in the early stages of their study, in order to increase their chances of succeeding academically.

Predicting Academic Success for Business and Computing Students

2016 ◽  
Vol 12 (4) ◽  
pp. 15-24 ◽  
Author(s):  
Kawtar Tani ◽  
Andrew Gilbey
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
New Zealand ◽  
Tertiary Education ◽  
Educational Institutions ◽  
First Year ◽  
Predictors Of Success ◽  
Education Students ◽  
Additional Support ◽  
Gender Type

Various means to predict the success rate of students have been introduced by a number of educational institutions worldwide. The aim of this research was to identify predictors of success for tertiary education students. Participants were 353 students enrolled on Business and Computing programmes between 2009 and 2014, at a tertiary education provider in New Zealand. Enrolment data were used to determine the relationships between completion of the programme and prior academic achievement, age, ethnicity, gender, type of enrolment, and programme of study. These variables, as well as the overall GPA of the programme, were used to examine their relationship with the first year GPA. Results showed that pre- and post-enrolment data can be used for prediction of academic performance in ICT programmes. Based on the significance of some variables, tertiary education institutions can identify students who are likely to fail, these students can therefore be considered for additional support in the early stages of their study, in order to increase their chances of succeeding academically.

scholarly journals Learning Styles & Academic Performance of Teacher Education Students

2021 ◽  
pp. 86-96
Keyword(s):  
Teacher Education ◽  
Academic Performance ◽  
Academic Success ◽  
Learning Styles ◽  
Learning Style ◽  
P Value ◽  
First Year ◽  
Education Students ◽  
First Year Teacher ◽  
Teacher Education Students

Individual differences can be attributed to learning styles across students. It is the goal of this research to determine the students’ preferred learning styles and how well they performed academically. This study is a descriptive-correlation method of research on the learning style and academic performance of teacher education students. The results revealed that: First-year teacher education students have varied learning styles with social learning style as the most dominant. This implies that the first-year teacher education students prefer to learn in groups or with other people; The rating of the first-year teacher education students ranges from 1.6-2.0 which is equivalent to “very good” in the adjectival rating based on the grading system of the university, and The correlation analysis using the Pearson’s Product Moment Correlation of Coefficient result to a p-value which is greater than the level of significance (0.05) for all learning styles which means that there is no correlation between students' chosen learning techniques and their academic success.

Academic Procrastination and the Effect on Students' Results for ICT Students

2017 ◽  
Vol 7 (2) ◽  
pp. 31-35
Author(s):  
Kawtar Tani
Keyword(s):  
Academic Performance ◽  
New Zealand ◽  
General Population ◽  
Tertiary Education ◽  
Academic Procrastination ◽  
Full Time ◽  
Education Students ◽  
Tertiary Institution ◽  
The Relationship ◽  
Academic Lives

Procrastination has been reported as a prevalent phenomenon in the general population, affecting a number of adults. Procrastination in academia may have particularly serious effects for students in tertiary education, whose academic lives are characterised by frequent deadlines. Indeed, it has been shown that university students who rated high on procrastination received low grades (Tice & Baumeister, 1997). In the present study, the relationship between procrastination and academic performance of tertiary education students enrolled on an ICT program was investigated. Participants were 186 students enrolled full-time on degree or diploma level qualifications within the ICT program at a New Zealand tertiary institution. There was evidence that the submission times of assessments were positively associated with the marks achieved. Also, ICT students who submitted their assessments early appeared to achieve higher marks than those who submitted their assessments closer to or after the deadlines.

scholarly journals Questionnaire-Derived Sleep Habits and Academic Achievement in First Year University Students

2021 ◽  
Vol 4 (1) ◽  
pp. 1-7
Author(s):  
Matthew Driller ◽  
Haresh Suppiah ◽  
Paul B. Gastin ◽  
Christopher M. Beaven
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Academic Success ◽  
University Students ◽  
Sleep Quality ◽  
First Year ◽  
Sleep Habits ◽  
Study Results ◽  
First Year University ◽  
The Impact

This study aimed to determine the effect of sleep quantity and quality via the Pittsburgh Sleep Quality Index (PSQI) on students’ academic achievement in their first year of university study. In this cross-sectional study, 193 students (102 female, 91 male, mean ± SD; age = 19.3 ± 2.9 y) from an undergraduate Health degree in New Zealand completed the PSQI four weeks prior to the end of the semester in their first year of university study. Results from three core subjects in the first semester were averaged and correlations between the PSQI and academic success were evaluated using Spearman’s rho (ρ). The group were also trichotomized using a PSQI global score of ≤5 as the threshold for “good” sleepers (n = 62, 32%), a score of 5–8 for “moderate” sleepers (n = 63, 33%) and a score ≥8 to characterize “poor” sleepers (n = 68, 35%). Overall, students averaged 7 h 37 min of self-reported sleep duration with an average bedtime of 22:55 p.m. and wake time of 8:01 a.m. There was a significant, small inverse relationship between academic performance and bedtime (p = 0.03, ρ = −0.14), with those going to bed earlier having superior academic success. The trichotomized data demonstrated no significant differences in academic performance between students with poor, moderate and good sleep quality (p = 0.92). Later bedtimes were associated with lower academic performance in a group of first year university students. However, there were no other relationships observed between academic success and self-reported sleep quality or quantity as determined by the PSQI. Enhancing awareness of the impact of sleep timing on academic success should be prioritized and strategies to improve sleep hygiene should be promoted to university students.

scholarly journals Toungāue cooperative pedagogy for Tongan tertiary students’ success

2020 ◽  
Vol 25 ◽  
pp. 18-29
Author(s):  
Telesia Kalavite
Keyword(s):  
Academic Success ◽  
New Zealand ◽  
Tertiary Education ◽  
Pacific Region ◽  
Sociocultural Context ◽  
Culturally Specific ◽  
Indigenous Cultures ◽  
Educational Environments ◽  
The Pacific ◽  
Students Success

Cooperative Pedagogy specific to Tongans can enhance students’ academic success in New Zealand’s tertiary education. Tongan students’ success depends on teachers’ recognition and understanding of Tongan students’ sociocultural context which involves their pule‘anga (bureaucracy), famili/kāinga (family), siasi (church) and fonua (country) relationships. Tongan students should not be treated within the Pacific groupings because ‘Pacific’ is a term of convenience for peoples who originate from different countries in the Pacific region whose cultures are uniquely different from one another. The term ‘Pacific’ tends to make these students live in the shadow of being treated as if they have the same needs in the classroom. The culturally specific needs of Pacific students are obscured by the assumption that they are homogenous. Academics and educational authorities in New Zealand need to recognise the importance of Pacific students’ culturally specific needs in their educational environments to move towards solving the problems of underachievement. This article explores the use of a culturally specific Tongan Toungāue Cooperative Pedagogy for teaching Tongan students in New Zealand tertiary education. Toungāue Cooperative Pedagogy is rooted in Tongan students’ sociocultural context which is at the heart of the Tongan society. More importantly, this proposed Toungāue Cooperative Pedagogy is transferable and could also be beneficial to other Pacific and Indigenous cultures.

scholarly journals A preliminary inquiry on the association between pre-admission assessments and academic performance of first year dental technology students’ within a South African university of technology

2021 ◽  
Vol 76 (04) ◽  
pp. 187-193
Author(s):  
Anisa Vahed ◽  
Subhadranalene Naidoo ◽  
Deepak Singh
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
South African ◽  
First Year ◽  
Technology Curriculum ◽  
Cross Sectional ◽  
Technology Students ◽  
Admission Tests ◽  
University Of Technology ◽  
Dental Technology

The use of selection, diagnostic, proficiency, placement, admission, manual dexterity and aptitude tests can reportedly predict students’ academic success. Predictive admission procedures help to reduce dropout rates, improve academic performance, increase success rates, and selectively exclude applicants who are unlikely to be successful in the course. There is an absence of research, however, in this area of work in Dental Technology. To examine the association between pre-admission assessments and Dental Technology students’ academic performance in a South African University of Technology. A quantitative and cross-sectional study design was used. The target populations were the 2018 and 2019 first-year Dental Technology students. Retrospective data extracted from academic records and programme files were statistically analysed to measure the correlations against students’academic performance. Despite there being no significant differences between pre-admission tests and students’ academic performance, there were significant positive correlations between first year university subjects. There are indications of horizontal coherence between the discipline-specific subjects in the first-year Dental Technology curriculum. Examining the association between pre-admission tests and students’ academic results through to graduation, together with the horizontal and vertical alignments of all subjects in the undergraduate Dental Technology curriculum, can facilitate the learning pathways for students to succeed academically at universities.

scholarly journals Pasifika Tertiary Students' Use of Information and Communication Technologies

2021 ◽  
Author(s):  
◽  
Kerese Tuifaktoga Manueli
Keyword(s):  
Academic Success ◽  
New Zealand ◽  
Information And Communication Technologies ◽  
Tertiary Education ◽  
Learning Experiences ◽  
Communication Technologies ◽  
Ict Skills ◽  
Development Framework ◽  
Information And Communication ◽  
Pasifika Students

<p>Information and Communication Technologies (ICT) are pervasive in our daily lives. In New Zealand tertiary education institutions, the adoption of ICT is widespread. Meanwhile, Pasifika students’ participation in tertiary education has been increasing. Yet, for this group of students, academic success has been a concern to successive governments, tertiary institutions, and Pasifika peoples. ICT may offer an opportunity to improve Pasifika students’ academic achievement. The study is premised on the belief that positive learning experiences will lead to improved academic outcomes. Consequently, the study explored ways of using ICT to enhance Pasifika students’ learning experiences. Adopting an interpretivist approach, the case study investigated the ICT skills and the use of ICT for learning enhancements of a group of Pasifika students at a New Zealand institute of technology. Over a period of eighteen months, data was gathered through talanoa, participant observation, and the researcher’s reflective journal. The three method approach enabled data triangulation. Data analysis adhered to the theoretical propositions of the study. Among the key findings, is the disturbing realization that Pasifika students’ ICT skill levels were not at the level assumed by the institution. The main uses of ICT by the Pasifika students in this study were for personal communication and entertainment. The students’ use of ICT for educational purposes was limited due to the mismatch of their ICT skills and those required by the institution. Inadvertently, this has further disadvantaged the students’ learning experiences. The study concludes by offering an ICT skills development framework for use with Pasifika students. Moreover, the study proposes a number of recommendations for practice, policy, and further research.</p>

An Analysis of Employer Perceptions of Business Graduate Competencies

2021 ◽  
pp. 57-70
Author(s):  
Adnan Iqbal ◽  
Lawton Hakaraia
Keyword(s):  
New Zealand ◽  
Public Sector ◽  
Exploratory Study ◽  
Tertiary Education ◽  
Educational Institutions ◽  
Employer Perceptions ◽  
Work Perceptions

This exploratory study assesses employers' perceptions of the importance and competence levels of performing identified graduates' competencies in the New Zealand public sector. The tertiary education institutions in New Zealand are facing increasing demands from employers and stakeholders. The employers demand that the educational institutions today should provide relevant skillset needed by the current organisations. What kind of skillsets required by employers and what institutes are offering to their graduates, however, are yet to be determined. This study attempts to fill the gap in the literature by examining this in the New Zealand public sector. Therefore, this study will determine what employers' work perceptions are regarding skills needed versus what skills graduates actually bring to the workplace.

Web-Based Survey of Depression, Anxiety and Stress in First-Year Tertiary Education Students in Hong Kong

2006 ◽  
Vol 40 (9) ◽  
pp. 777-782 ◽  
Author(s):  
Josephine G.W.S. Wong ◽  
Erik P.T. Cheung ◽  
Kitty K.C. Chan ◽  
Kamela K.M. Ma ◽  
Siu Wa Tang
Keyword(s):  
Hong Kong ◽  
Survey Methodology ◽  
Tertiary Education ◽  
First Year ◽  
Prevention Measures ◽  
Education Students ◽  
Web Based ◽  
College Life ◽  
Prevalence Of Depression ◽  
The Web

Objective: The mental health of tertiary education students is an area of increasing concern worldwide. The objective of this study is to examine the prevalence of depression, anxiety and stress in first-year tertiary education students in Hong Kong. Method: Depression, anxiety and stress were measured by the 42-item Depression Anxiety Stress Scales, completed on the web by participating students anonymously. Results: A total of 7915 students completed the survey, yielding a response rate of 27.5%. Depression, anxiety and stress levels of moderate severity or above were found in 21%, 41% and 27% of our respondents, respectively. Conclusions: The web-based survey methodology was well accepted by our sample group of tertiary education students. We found high rates of psychological morbidity in first-year tertiary education students in Hong Kong. The high prevalence of depression, anxiety and stress symptoms in the first year of college life is alarming. It illustrates the need for primary and secondary prevention measures, with development of adequate and appropriate support services for this group.

Sign in / Sign up

Export Citation Format

Share Document