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 First semester academic performance: The importance of early indicators of non-engagement

2018 ◽  
Vol 9 (4) ◽  
pp. 1-12 ◽  
Author(s):  
Jacques Van der Meer ◽  
Stephen Scott ◽  
Keryn Pratt
Keyword(s):  
Academic Performance ◽  
Student Success ◽  
Grade Point Average ◽  
First Year ◽  
First Year Students ◽  
Grade Point ◽  
Retention Strategy ◽  
First Semester ◽  
Efficiency And Effectiveness ◽  
The University

Success, progression and retention of students are goals of many university strategic directions and policies. For many decades it has been recognised that the greatest focus in any retention strategy should be on first-year students. University of Otago too has goals around student success. The Strategic Plan of the institution also identified that in the context of a fiscally constrained environment, all of our activities and processes need to be assessed for efficiency and effectiveness.  To this end, a pilot was undertaken in one area of the university to identify possible indicators of first-year students’ non-engagement in the first semester and their possible impact on the first semester academic performance. The findings suggest that there are indeed some indicators that predict Grade Point Average at the end of the first semester.

scholarly journals Academic Performance of Enrolled Students in the University of Lahore, Pakistan

2020 ◽  
Vol 2 (2) ◽  
pp. 357-365
Author(s):  
Sana Jawad ◽  
Haleema Naveed ◽  
Muhammad Bilal Akram
Keyword(s):  
Academic Performance ◽  
Descriptive Analysis ◽  
Poor Performance ◽  
Target Population ◽  
Technology Support ◽  
Grade Point ◽  
Academic Background ◽  
First Semester ◽  
Cumulative Grade Point Average ◽  
The University

Background: This study investigates the academic performance of students, enrolled at the University of Lahore, Pakistanto different programs in Spring-2019. The study measuredthe academic performance of students using the Cumulative Grade Point Average (CGPA). The variables under consideration were academic performance(students’ percentage, CGPA, and GPA). A total number of nine hundred and fifty eight (958) students were enrolled in Spring-19 with CGPA’s in Undergraduate BS (Hons) Programs, (246) Graduate (MS/MPhil.) Programs, and (11) Postgraduate (Ph.D.) Programs. Objective: The report aims to identify the relationship between percentage of marks with undergraduates and graduates, enrolled at the University of Lahore, Pakistan to different programs in Spring-2019. Methods:  Undergraduate BS (Hons), Graduate (MS/M.Phil.) and Postgraduate (PhD) students were taken as the target population for the research sample. Data were collected with the help of an array of technology support, and management. For analysis, the frequency analysis, descriptive analysis and correlation are used through the aid of Statistical Package for the Social Science (SPSS) version 23. Results: Results show that the performance of students, enrolled with a weak academic background, had poor performance in enrolled programs. On the other hand, students, enrolled with high academic background, maintained their excellent performance in the first semester of their enrolled programs. Also, we observe that the students who were enrolled with a high percentage of marks show poor and average performance in the first semester. Conclusions: We can infer from this analysis that only the students who were enrolled with a high percentage can achieve a high GPA in the semester. And likewise, students who weren’t enrolled with a good percentage of marks cannot achieve a high GPA in the first semester. Originality: This is the original work of author and not submitted for publishing in other publications.

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.

Examining timely graduation rates of undergraduate students

2019 ◽  
Vol 11 (2) ◽  
pp. 199-209 ◽  
Author(s):  
Kelzang Tentsho ◽  
Nittaya McNeil ◽  
Phattrawan Tongkumchum
Keyword(s):  
Graduation Rates ◽  
Undergraduate Students ◽  
Educational Institutions ◽  
Multivariate Logistic Regression Model ◽  
Higher Educational Institutions ◽  
Grade Point ◽  
Content Type ◽  
First Semester ◽  
Higher Educational ◽  
The Right

Purpose Graduation rates are commonly used to assess the quality of higher educational institutions. While universities strive to produce as many graduates as possible, maintaining the right balance between the number of new students enrolled and the number who graduate each year has become a challenge in the past few decades. Timely graduation is often disregarded because a large majority of the students do not graduate within the stipulated time. The purpose of this paper is to analyze the factors associated with timely degree attainment. Design/methodology/approach The data for this study were obtained from records maintained by Registrar Office, Prince of Songkla University, Pattani Campus, Thailand. The final sample comprised 1,330 undergraduate students enrolled at four major faculties in 2009. A multivariate logistic regression model was applied to explain the effects of independent variables on timely graduation. Findings About 81.0 percent had completed their degree program within the stipulated time. The results indicated that faculty, first-semester grade point average, gender and place of residence were significantly associated with timely graduation. Originality/value Findings from this study may serve as a guide to higher educational institutions in identifying the underlying factors, and accordingly develop programs to enhance on time degree completion rates.

Personality traits, teamwork competencies and academic performance among first-year engineering students

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Kuok Ho Daniel Tang
Keyword(s):  
Academic Performance ◽  
Personality Traits ◽  
Engineering Students ◽  
First Year ◽  
Academic Excellence ◽  
Content Type ◽  
First Semester ◽  
Significant Difference ◽  
The Individual ◽  
The University

PurposeIt is commonly believed that personality traits determine a person's ability to work in a team and academic performance. However, studies have shown inconsistent results with some personality traits better than the other in predicting students' performance in different academic majors. The purpose of this study is to examine the interrelation between personality traits, teamwork competencies and academic performance among first-year first semester engineering students in an Australian university located in the Sarawak state of Malaysia.Design/methodology/approachThe Individual and Team Performance (ITP) metrics were administered among 189 students to gauge their personality traits as well as self-rated and peer-rated teamwork competencies. The correlations between personality traits and teamwork competencies as well as correlations of both the variables to academic performance were subsequently analyzed.FindingsThis study shows no significant difference between the self-rated and peer-rated teamwork competencies. Adventurous trait appears to negatively correlate with teamwork competencies. This study also reveals teamwork competencies as better predictors of academic performance than personality traits. Commitment and focus show relatively larger effect on academic performance. It can be concluded that commitment is the most significant factor to excel in first-year engineering in the university. Therefore, interventions that promote commitment is crucial to academic performance of the first-year first semester engineering students.Practical implicationsThis study promulgates the development of team competencies which are more crucial to academic excellence than personalities. It is useful for the design of team learning activities which lead to the development of teamwork competencies while improving academic performance. It shows that team activities which reinforce commitment especially and focus secondarily, will have significant positive effect on academic performance of the first-year engineering students generally.Originality/valueWhile most studies in this area examine the correlation between personality traits and academic performance, this study is among the very few that looks into the aspect of teamwork competencies. This study also finds its value in its regional significance as such correlational studies are not prevalent in Malaysia.

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

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.

The effect of academic breaks on undergraduate academic performance

2020 ◽  
pp. 002072092092251
Author(s):  
Artem Lenskiy ◽  
Raad Shariat ◽  
Soonuk Seol
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Grade Point Average ◽  
Undergraduate Students ◽  
Grade Point ◽  
Before And After ◽  
Academic Records ◽  
Final Grades ◽  
The University

Leaving school for a period of time can have significant effects on students’ academic success. In this article, we analyze how taking an academic break for a different number of semesters affects students’ academic performance in terms of their Grade Point Average. This study is conducted at a university in Korea by analysing academic records of 653 undergraduate students who entered the university from 1998 to 2013. In addition, 101 currently enrolled students were surveyed to collect students’ opinions on the effects of academic breaks. We investigate changes in grades before and after a school leave and compare the final grades of students who had academic breaks to students who continued their studies without having any breaks during their undergraduate education.Our results indicate that students’ grades improve after coming back to the university from a four or more consecutive semesters break, however their final GPAs did not statistically differ from their peers who studied continuously, this suggests that students should not be afraid of taking longer academic breaks.

scholarly journals Saying “I Do” in College: Examining Marital Status and Academic Performance

2018 ◽  
Vol 10 (4) ◽  
pp. 34
Author(s):  
Selena M. Beard ◽  
Michael R. Langlais
Keyword(s):  
Academic Performance ◽  
Marital Status ◽  
Relationship Quality ◽  
Undergraduate Students ◽  
Adult Development ◽  
Online Survey ◽  
Negative Consequences ◽  
Grade Point ◽  
Cumulative Grade Point Average ◽  
Relationship Communication

Marriage as an undergraduate student is not the norm, as only 7% of undergraduate students are married. Therefore, marital status may have negative consequences for college students’ academic performance, as they navigate marital roles simultaneously with other roles, such as that of student. However, relationship quality may predict how well undergraduates perform academically, with individuals in higher quality marriages performing better than those in lower quality marriages. Thus, the goal of this study is to examine how marital status predicts academic performance and whether or not relationship quality moderates this association. Data for this study comes from an online survey of undergraduate students from a university in the Midwestern United States (N = 111, 81.1% female, 87.4% White/Caucasian, 21.2% married). Results revealed that marital status is negatively associated with cumulative grade point average (GPA) and perception of GPA. There were no significant effects of relationship satisfaction, relationship communication, or the interaction of relationship quality and marital status for academic performance. Implications for academic performance and young adult development will be discussed.

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

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.

scholarly journals Economic literacy among tertiary students in Ghana: Evidence from University of Cape Coast

2015 ◽  
Vol 7 (3) ◽  
pp. 43-54
Author(s):  
Jacob Nunoo ◽  
Benedict Afful
Keyword(s):  
Undergraduate Students ◽  
Sample Survey ◽  
Economic Literacy ◽  
Cape Coast ◽  
Business Economics ◽  
Grade Point ◽  
Cumulative Grade Point Average ◽  
The Social ◽  
Rational Choices ◽  
The University

Economic literacy measures the extent to which people can appreciate the forces that significantly influence the quality of their lives. Economically literate citizens may be able to make rational choices, understand and even form opinions on policies, and are likely to feel completely part of any public debate about the economy of a country. There have not been many studies on economic literacy, especially at the tertiary level in Ghana. It is in light of this that this paper seeks to investigate the factors influencing economic literacy among undergraduate students in the University of Cape Coast, Ghana. The study addresses two research questions: 1) What is the level of economic literacy among tertiary students in Ghana? and 2) What factors influence undergraduate students’ understanding of economic issues?The study employed a regression model on data collected from a sample survey of 1,366 undergraduate students in the University of Cape Coast. The results indicate that economic literacy is positively influenced by the level of the tertiary student, their SHS elective courses taken, their Cumulative Grade Point Average, interest in politics, and attendance of business/economics conferences. The study recommends that the fundamentals of economics could be introduced into the Social Studies discipline at the SHS so that all students benefit from this knowledge. The youth must be encouraged to be involved in business and politics, while Colleges and Universities should make business/economic seminars part of their curriculum.

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