scholarly journals Assessing Undergraduate Students’ Class Attendance and Academic Performance in a Psychology Course at the University of Technology, Jamaica

OALib ◽  
2020 ◽  
Vol 07 (10) ◽  
pp. 1-13
Author(s):  
Henry Lewis ◽  
Cynthia Onyefulu
Keyword(s):  
Academic Performance ◽  
Undergraduate Students ◽  
Class Attendance ◽  
University Of Technology ◽  
Psychology Course ◽  
The University

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.

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 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 Assessment of the Influence of on-Campus Housing Quality and Facilities on Students’ Academic Performance at the Federal University of Technology, Akure, Nigeria

2021 ◽  
Vol 9 (1) ◽  
pp. 14-32
Author(s):  
David Ngwoke Mbazor
Keyword(s):  
Academic Performance ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
The Body ◽  
Housing Quality ◽  
Housing Provision ◽  
Campus Housing ◽  
University Of Technology ◽  
The University

Abstract The management of federal universities in Nigeria has not taken the issue of students’ housing provision as a priority. Hence, demand for on-campus housing accommodations far exceeds the supply and this resulted in the majority of the students living in private residences characterised by poor facilities. This study, therefore, assessed the housing quality and facilities in the undergraduate student’s hostels at the Federal University of Technology, Akure, Nigeria to investigate its suitability for learning and research. A simple random sampling technique was used for the study. Data were collated from both primary and secondary sources. The data collected were analysed using frequency tables and weighted mean scores for estimating the Housing Quality Indices (HQI) according to a 5-point Likert scale. The academic performance of the occupants before and after moving to the university hostel was equally investigated using a regression analysis to test if a relationship exists among the housing quality, the quality of facilities provided and the academic performances of the students. The result revealed a positive relationship between the academic performance of the students and the quality of housing facilities. A comprehensive maintenance programme of the students’ accommodation within the university campus is recommended for higher academic performance. The study contributes to the body of knowledge in academic performance of students, developing and managing students’ accommodation quality at higher education institutions.

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 Academic performance and its association with class attendance, intrinsic motivation and gender in engineering students

2018 ◽  
Vol 3 (1) ◽  
pp. 10-16 ◽  
Author(s):  
Waldyr Fong-Silva ◽  
Fredy Colpas-Castillo ◽  
David Franco-Borré
Keyword(s):  
Academic Performance ◽  
Intrinsic Motivation ◽  
Engineering Students ◽  
Statistical Significance ◽  
Significant Degree ◽  
Self Control ◽  
Class Attendance ◽  
Relationship Analysis ◽  
And Gender ◽  
The University

The association between academic performance, attendance to classes, intrinsic motivation and gender in 950 students of the engineering programs of the University of Cartagena between 2014 and 2016 was analyzed. The survey was used to evaluate the academic performance from the dimensions: conceptual, procedural and global. Class attendance and gender was assessed by teacher survey. The intrinsic motivation was evaluated through the CEVEAPEU questionnaire, which was designed and validated by Gargallo et. al (2009). For the relationship analysis, the variables were crossed and the bar diagrams and the 2x2 contingency tables were constructed applying the Chi-Square independence test. The values 0.89 (academic performance) and 0.90 (CEVEAPEU) for the Cronbach's Alpha, allowed to validate the instruments used. The results indicate that there is a significant degree of statistical significance (p <0.05) between academic performance and intrinsic motivation (p = 0.0003) at a confidence level of 95%. This means that the intrinsic motivation associated with enthusiasm, self-awareness, perseverance, mental agility and self-control have a relevant impact on the academic performance of the engineering student at the University of Cartagena. No statistical significance could be verified between the academic performance and the gender of the students. Nor between academic performance and class attendance of engineering students of the University of Cartagena at a 95% level of confidence.

scholarly journals Investigating the effectiveness of mentorship in Work Integrated Learning : a case study of Office Management and Technology students at DUT and MUT

2021 ◽  
Author(s):  
◽  
Sinokholo Victor Mtiki
Keyword(s):  
Undergraduate Students ◽  
Personal Contact ◽  
Policy Statement ◽  
Integrated Learning ◽  
Structured Interviews ◽  
Technology Students ◽  
Office Management ◽  
University Of Technology ◽  
Work Integrated Learning ◽  
The University

Internationally, work Integrated Learning (WIL) is a required component of the National Diploma in Office Management and Technology. WIL is undertaken by undergraduate students with the participation of the academic coordinator from the university and a workplace mentor. Issues around mentorship appear to be one of the main challenges. Mentorship, in this study, is understood to involve an interaction or agreement between student, workplace mentor and university WIL coordinator. The problem identified was that this system is known to lack coordination and focus. The study was conducted at the Durban University of Technology (DUT) and at Mangosuthu University of Technology (MUT). This research employed mixed methods. The quantitative method involved a questionnaire designed to gather the experiences of a sample size of 90 students in all. Semi-structured interviews were also held with the WIL academic assessors from the two Universities, in order to allow them to open up about some sensitive issues. Online open-ended questions were designed and sent to workplace mentors. Similar questions were asked of all the stakeholders. The study concludes that WIL generally lacks sufficient interaction between stakeholders and that therefore the desired outcomes of mentorship are not fully met. While students were satisfied on the whole with the organizations they worked for, they were less happy with the support the universities were providing. The statistics from the students’ questionnaire indicate that not all students were visited while on WIL, while workplace mentors indicated that they are not provided with appropriate guidance from the universities. Electronic communicative support by the universities also proved to be insufficient, with many students indicated that they are not happy with this personal contact they experienced. Manpower and workload were found to be the main challenges faced by the universities in providing sufficient support. There is only one WIL academic assessor responsible for all the students on WIL in each of the universities. The research suggests that the university’s WIL coordinators should undertake a round of visits to companies before the WIL period and, if they have facilities appropriate for offering experiential learning tasks, then they could be formally accredited for this purpose. It is also suggested that the universities offer workplace mentors more formal guidance and an induction programme. There could also be a policy statement as to how many contacts should be made with the students while on WIL. A suggestion is also made that WIL should take place in the second year as well as the third and, if possible, that the WIL period should be extended. All stakeholders confirmed that mentorship plays a huge role in the effectiveness of WIL and that closer interaction between stakeholders would be beneficial.

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