Examining Academic Performance: A Holistic Approach to Identifying Influential Factors in Higher Education
Description
In an increasingly competitive educational landscape, understanding the dynamics that affect student performance is crucial. Our research focuses on eight key independent variables: study habits, motivation, health and well-being, learning environment, teaching quality, peer influence, background knowledge, and exam anxiety. By employing a mixed-methods approach, we gathered quantitative data through a structured questionnaire that employed a Likert scale, allowing for a nuanced measurement of each variable's impact. This research contributes to the growing body of literature emphasizing the need for holistic educational interventions that address both cognitive and emotional factors affecting student success. The insights gained from this study can inform educators, policymakers, and institutions in developing effective strategies to enhance academic outcomes in higher education.
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This longitudinal study was performed on 400 students on an engineering university. The questionnaire used in this study consisted of measuring items adapted from existing literature. Respondents were asked to rate their responses on a 5-point Likert scale, where ‘1’ represented ‘completely disagree’ and ‘5’ indicated ‘completely agree’. Following the initial development of the questionnaire, a pilot study involving a cohort of 24 students was undertaken. Subsequent to the pilot test, the questionnaire underwent slight rewording and adjustments based on the feedback and comments received. This was done to enhance the clarity and comprehensibility of all questions for the respondents. This research was aimed to explore how various factors affect the exam performance of 400 students across multiple semesters. The factors analyzed include study habits, motivation, health and well-being, learning environment, teaching quality, peer influence, background knowledge, and exam anxiety. Data Collection and Questionnaire Study Design: Longitudinal study conducted on 400 engineering students. Questionnaire: Adapted items from existing literature; responses rated on a 5-point Likert scale (1 = completely disagree, 5 = completely agree). Pilot Study: Involved 24 students to refine the questionnaire, with adjustments made for clarity. Focus: Investigated factors affecting exam performance, including study habits, motivation, health, learning environment, teaching quality, peer influence, background knowledge, and exam anxiety. Data Analysis: Descriptive Statistics: Sample Size: 400 students Average Age: 20.5 years Gender Distribution: Female (52%), Male (48%) Major Fields: Arts (30%), Sciences (40%), Engineering (30%) Year of Study: Equal distribution across all years. Correlation Analysis: Strong positive correlations with exam performance were found for motivation (r = 0.75) and study habits (r = 0.70). Exam anxiety showed a strong negative correlation (r = -0.50). Regression Analysis: The model explained 65% of the variance in exam performance. Significant predictors included motivation, study habits, teaching quality, peer influence, and exam anxiety.