scholarly journals Exploring Undergraduate Students’ Views on Factors Influencing Academic Performance in Construction Related Disciplines in Bells University of Technology, Ota, Nigeria

2020 ◽  
pp. 25-37
Author(s):  
Innocent Chigozie Osuizugbo ◽  
Bridget Oghomwen Simon-Eigbe ◽  
Ajibola Abiodun Okunrinboye
Keyword(s):  
Academic Performance ◽  
Undergraduate Students ◽  
Teaching Style ◽  
Significant Degree ◽  
Study Strategies ◽  
Survey Method ◽  
Significance Level ◽  
Factors Affecting ◽  
Ogun State ◽  
University Of Technology

Aims: There is usually dissimilarity in achievement as a result of several factors that influence the academic performance of students in universities. Therefore, this study aims to explore and investigate problem factors affecting the academic performance of undergraduate students in construction related disciplines in Bells University of Technology Ota, with a view to providing understanding on the major problem factors affecting their academic performance. Study Design:  Survey research design. Place and Duration of Study: Department of Building Technology, Bells University of Technology Ota, Ogun State, Nigeria, between May 2019 and January 2020. Methodology: The research employed a survey method with questionnaires distributed to undergraduate students in construction related disciplines in Bells University of Technology Ota. Data collected were analyzed using frequency, percentage, mean, rank and Kendall’s coefficient of concordance test. Results: Out of 172 questionnaires administered, 105 were sufficiently filled and returned, representing 61% of response rate. The results show that maturity, study strategies, interest in course, fear and stress and training and teaching style are the top five factors affecting academic performance of undergraduate students in construction related disciplines in Bells University of Technology Ota, Nigeria. Secondly, using SPSS (23), Kendall’s (Wa) value was found to be 0.036 at 0.000 significance level, therefore the study concluded that, there is statistically significant degree of agreement between different departments of the participants concerning their responses to factors that affect academic performance in construction related disciplines in Bells University of Technology, Ota, Nigeria. Conclusion: The study recommends that skipping of classes by students during early education should be discouraged so as to allow students attain maturity level for higher education. Secondly, universities should organize fear and stress management seminars and workshops for undergraduate students in addition to guidance and counseling sessions with a view to addressing psychological issues that may hinder their academic performance.

Factors Affecting Students' Academic Performance: The Case of Students at Community Colleges in Bhaktapur District

2021 ◽  
Vol 5 (1) ◽  
pp. 23-38
Author(s):  
Balaram Duwal ◽  
Lalita Khonju
Keyword(s):  
Academic Performance ◽  
Community Colleges ◽  
Undergraduate Students ◽  
Teaching Method ◽  
Positive Impact ◽  
Survey Method ◽  
Academic Factors ◽  
Factors Affecting ◽  
Student’S Performance ◽  
The Impact

This study aims to investigate the important academic factors; teaching method, study habits of students and attendance of students that affect students' academic performance. The study used a survey method and analytical research design. A stratified sampling method was used to select 150 respondents from 1,525 total number of undergraduate students from four high student enrolment community colleges of Bhaktapur district. Regression analysis was used to identify the impact of independent variables on student's academic performance. Mann-Whitney test was used to identify the differences between perceived student's performance across gender, age and faculty.  To test for differences between perceived student's performance across study year and guardian occupation, Kruskal-Wallis test was conducted. The result shows that the teaching method and attendance of students have a significant positive impact on perceived student's performance but student's habit has no significant impact on perceived student's performance.  However, it has been proved that gender, age, faculty, study year and guardian occupation do not have any differences in perceived student's performance.

Factors affecting the academic performance of real estate students in a specialized Federal University of Technology in Nigeria

2019 ◽  
Vol 38 (2) ◽  
pp. 177-198
Author(s):  
Ismail Ojetunde ◽  
Abass Iyanda Sule ◽  
Olurotimi Adebowale Kemiki ◽  
Isaac Ayodele Olatunji
Keyword(s):  
Academic Performance ◽  
Real Estate ◽  
Publication Bias ◽  
Academic Outcome ◽  
Content Type ◽  
Factors Affecting ◽  
Tertiary Institutions ◽  
Extant Literature ◽  
Institutional Settings ◽  
University Of Technology

Purpose The purpose of this paper is to examine the factors affecting the academic outcome of real estate students in a specialized Federal University in Nigeria. Furthermore, this paper investigates the phenomenon of publication bias in the extant literature as such evidence poses severe threats to the validity of empirical findings on factors affecting the degree outcome of undergraduate students. Design/methodology/approach The standard statistical approach adopted was to examine whether the reported coefficient estimates from ten empirical studies (105 observations) are independent of their standard errors by employing both ordinary least squares (OLS) and weighted least squares (WLS). In this paper, this approach enabled evidence of publication bias in the cited literature to be refuted. In addition, data were also collected on the academic measure and demographic information of 449 students who graduated between 2005 and 2011. For the purpose of analysis, the study utilized a stepwise logistic regression technique to examine the factors impacting on the degree outcome of real estate students. Findings The results of the OLS and WLS regression indicate that there is no significant evidence of any empirical effect of publication bias in the extant literature. The results of the logistic regression also revealed that grade point average, gender differences, prior knowledge of real estate discipline and potential difference in year of enrollment impact on students’ academic performance in terms of their ability to graduate at first attempt. In addition, factors such as age, marital status, high school grade and geopolitical/ethnic background of undergraduate real estate students do not influence their opportunities to graduate at first attempt from the university. Research limitations/implications This paper focuses only on one specialized university of technology offering a bachelor’s program in real estate in Nigeria, so as to remove any extraneous factor(s) that could be present in the other institutional settings where students have completed such program. Extending similar study to tertiary institutions in Nigeria that share similar geographical characteristics and institutional settings can produce far-reaching generalization. Originality/value This paper contributes to the scanty literature on factors affecting the academic performance of students in an undergraduate real estate program in Nigeria. A scientific element of novelty in this paper is the evidence of the absence of the underlying effect of publication bias in the extant literature on students’ academic outcome in tertiary institutions. Findings from this study serve as the basis for university officers to monitor significant transitions in real estate students’ academic progress, so as to identify those who are unlikely to graduate at first attempt early at the entrant level. Generally, the outcome of this research could provide faculty and admission officers in tertiary institutions with complementary information in arriving at an informed decision in a non-discriminatory admission process.

scholarly journals ACADEMIC PERFORMANCE OF UNDERGRADUATE STUDENTS IN STEM AND ARTS SUBJECTS IN BHUTAN: A GENDER PERSPECTIVE

2021 ◽  
Vol 3 (3) ◽  
pp. 190-200
Author(s):  
Tashi Dendup ◽  
Sangay Wangmo ◽  
Ugyen Yangchen
Keyword(s):  
Academic Performance ◽  
Undergraduate Students ◽  
Tertiary Education ◽  
Female Students ◽  
Future Research ◽  
Chi Square ◽  
Male And Female ◽  
Factors Affecting ◽  
And Mathematics ◽  
Multistage Sampling

Academic performance disparities among the gender of students are the cause of concern. Numerous explanations for academic performance disparities, especially in Science Technology Engineering and Mathematics (STEM) and Arts subjects between male and female students, are established in many countries. However, similar studies in Bhutan, especially at the tertiary education level, are scant. Therefore, this study mainly assessed i) students’ perception of STEM and Arts subjects, ii) compared male and female academic performance in STEM and Arts subjects, and iii) studied students' perception of the factors affecting their academic performance. Data were collected from 265 students of four constituent colleges (two Science and Arts colleges each) of the Royal University of Bhutan using semi-structured questionnaires. A multistage sampling (comprising a mixture of purposive and random) was employed. The research used a quantitative approach with descriptive and inferential statistics (Chi-square, t-tests, and binary logistic regressions). The result showed no significant association between students’ gender and their choice of subjects. At Science colleges, female students outperformed male students. In contrast, there were no significant differences in the performance of male and female students at Arts Colleges. Overall, females (71.63 ± 6.35) outperform male (69.57 ± 7.80) students. Hence, there are no stereotypes in STEM and Arts subjects among Bhutanese undergraduate students. However, future research could include parents and lecturers to gather their perspectives on STEM and Arts subjects. Variables, including study hours, communication skills, and Bhutanese Educational Policies, should also be thoroughly investigated as factors affecting students' academic performance

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.

scholarly journals Knowledge Acquisition through Social Media towards Academic Performance among Undergraduate Students

2016 ◽  
Vol 6 (4) ◽  
Author(s):  
Mohd Shamsul Mohd Shoid ◽  
Norliya Ahmad Kassim ◽  
Muhammad Ariff Idris
Keyword(s):  
Social Media ◽  
Academic Performance ◽  
Knowledge Acquisition ◽  
Information Management ◽  
Undergraduate Students ◽  
Future Study ◽  
Target Population ◽  
Survey Method ◽  
Survey Questionnaire ◽  
Factors Influencing

<p>The purpose of the study is to investigate knowledge acquisition using social media among final semester students in the Faculty of Information Management, Universiti Teknologi MARA (UiTM). This study used a survey method to collect data. A total of 173 respondents answered to this survey questionnaire which was a self-developed questionnaire. The questionnaire measures the methods of knowledge acquisition through social media, factors influencing knowledge acquisition through social media, and students’ academic performance who acquire knowledge through social media. The results showed that respondents quite agree on the methods of knowledge acquisition through social media (Mean=3.35) and factors influencing knowledge acquisition (Mean=3.49) and about their academic performance (Mean=3.83). The implication of the study is that the academic institutions and organizations can use this study in enhancing the students’ academic performance and productivity in the organization by using social media as a medium to acquire knowledge. For future study, the study can highlight on barriers in knowledge acquisition through social media and extending the target population to the employees in the organizations.</p>

scholarly journals ACADEMIC PERFORMANCE;

2017 ◽  
Vol 24 (11) ◽  
pp. 1733-1739
Author(s):  
Hijab Batool ◽  
Asim Mumtaz ◽  
A.S Chughtai ◽  
Ameelia Sadaqat ◽  
Syed Imran Ali Shah
Keyword(s):  
Academic Performance ◽  
Undergraduate Students ◽  
P Value ◽  
Cross Sectional ◽  
Factors Affecting ◽  
Medical College ◽  
Medical Background ◽  
Significant Difference ◽  
Education Academic ◽  
Medical Colleges

Objectives: To explore the factors affecting academic performance ofundergraduate MBBS students in Central Park Medical College Lahore. Background: Inmedical education, academic achievement tends to be an important aspect of professionaldevelopment later in the life of medical graduates. In Pakistan, pre-admission grades are oneof the most important criteria for admission in medical colleges. Several other factors are alsobelieved to play an important role to predict performance of undergraduate students in medicalcolleges. A detailed study of these factors can help to improve the performance of studentsin medical colleges. Study Design: Cross-sectional analytical study. Setting: Central ParkMedical College, Lahore. Materials and methods:Two MBBS batches (n=200) of Central ParkMedical College. Student data regarding gender, parent occupation, being a boarder or dayscholar, marks scored in F.sc and MCAT along with the score obtained in all professionalexaminations was collected. The data was analyzed using SPSS 23.0. Results: Thisstudy revealed that there was a positive correlation between preadmission grades of studentsand their academic performance throughout the five year period of medical college. Therewas no significant difference (p-value >0.05) between the academic performances ofstudents from parents of medical background as compared to those from parents withoutany medical background. The performances of students living in hostels were almost same astheir counterparts who were day scholars (p-value>0.05). The overall performance of studentswas better in the final years of medical colleges as compared to the initial years with femalesperforming better than males. Conclusion: The findings of this study support the fact that preadmission grades may prove to be a predictor of performance later in professional college life.Factors like parent occupation and place of accommodation have little role in predicting theacademic achievement of medical students. Learning though interactive manner tend to helpin achieving better grades as compared to students who learn through less interactive/didacticlecture technique.

Personality, learning strategies, and academic performance

2014 ◽  
Vol 56 (4) ◽  
pp. 343-359 ◽  
Author(s):  
Gulnara Moldasheva ◽  
Monowar Mahmood
Keyword(s):  
Academic Performance ◽  
Learning Strategies ◽  
Undergraduate Students ◽  
Survey Method ◽  
Content Type ◽  
Individual Personality ◽  
Academic Motivations ◽  
Cis Countries ◽  
Linear Regressions ◽  
Practical Implications

Purpose – The purpose of this paper is to examine the relationships between personality traits, learning strategies and academic performance among undergraduate students in the post-Soviet transition country of Kazakhstan. Design/methodology/approach – The authors used a quantitative survey method to assess individual personality, learning strategies and academic motivations. Statistical software (SPSS) was used to conduct correlations, linear regressions and multiple regressions as a means of testing the hypotheses and making inferences. Findings – The results suggest that students with different personality characteristics have different motivations and priorities in their pursuit of university degrees. However, some of these differences seem to be related to their fields of academic study and biographical backgrounds. Practical implications – The research emphasises the importance of managing individuals by focusing on their individual differences in learning strategies, rather than by relying on the personality stereotypes that existing literature suggests are prevalent. Originality/value – The findings will help educators take appropriate measures in selecting learning strategies that suit the different personality types of students, and will encourage and assist them in improving their academic performance. As this type of research has never been carried out in post-Soviet CIS countries, dissemination of the study's findings will immensely benefit students and educators in the region.

scholarly journals Reimbursements of The Application of Google Classroom by University Scholars for Learning Vocational and Entrepreneurship Courses

2021 ◽  
Vol 1 (3) ◽  
pp. 128-140
Author(s):  
Amos Ochayi Onojah ◽  
Omotayo Olabo Obielodan ◽  
Adekola Musiliu Aderoju ◽  
Adenike Aderogba Onojah ◽  
Boluwatife Joshua Adigun
Keyword(s):  
Academic Performance ◽  
Job Performance ◽  
Undergraduate Students ◽  
Significant Influence ◽  
Instructional Delivery ◽  
Survey Method ◽  
Tertiary Institution ◽  
Academic Level

Google classroom had been used for instructional delivery of courses at all levels of education with tertiary institution inclusive. The use of these technologies had their merits as well as their demerits. This study investigates the reimbursement of Google classroom by undergraduate students for learning vocational and entrepreneurship courses. This study employs the survey method and 250 undergraduate students were purposively sampled. The findings established that Google classroom is very useful for learning vocational and entrepreneurship courses. Gender had no significant influence on the reimbursements of undergraduates’ utilization of google classroom for learning vocational and entrepreneur courses but academic level had significant influence. The study concluded that there could be tremendous increase in lecturers job performance as well as students’ academic performance if Google classroom is employed for lectures.

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