Factors Affecting Higher Education Students' Success (original) (raw)
Related papers
2017
The purpose of this study was to analyze the relationship between university students’ personal characteristics and success tendencies. For this purpose, study sample was composed of 494 students who were randomly selected from Erciyes University, Dumlupınar University and Selçuk University, schools of physical education and sports. In this study, to measure personal characteristics, Eysenck Personal Questionnaire -EPQ-RSV (Francis LJ, Brown LB, Philipchalk R 1992),’ Success Tendency Scale (Akın, A. Çetin, B. 2007)) and “Personal Information Form”, which was developed by the researchers, were used as data collection method. Statistical analyses of the data obtained from Personal Information Form were conducted with SPSS 20.0 package program. Personal information and inventory total scores and factor scores related to participants were presented as identifying frequency (f) and percentage (%) values. Pearson Moment Product Correlation (r) was applied to determine the relationship bet...
Acta Informatica Medica, 2018
Background: One of the performance measures of any educational system is the degree to which students learn their education. Academic achievement includes the acquisition of a set of skills and abilities that are acquired during the course and in decision making and the various issues of leadership of individuals. A variety of factors affect the academic success of students. The present study aims to investigate the successful student's point of view from students of Mazandaran University of Medical Sciences in 2016-2017. Materials and methods: This cross-sectional study was conducted with an analytical approach. 595 students from all faculties of Mazandaran University of Medical Sciences and Health Services who were studying in the second semester of 2016-2017. To collect data, a researcher-made questionnaire made 144 questions, "Student Success Index" with 18 areas of reading, writing, speaking skills, listening skills, learning styles, memory, reading skills, critical thinking skills, motivation, self-esteem, personal relationships, conflict resolution, health, time management, Financial Management, Personal Purposes, Work Planning and Support Resources, each of which includes 8 fields. The Mann-Whitney U test and Kruskal-Wallis test used for analysis. Results: There is a meaningful relationship between auditory skills, reading, creative thinking and critique, motivation, personal relationships, conflict resolution, time management, personal goals, work planning, sources of support and School.)P<0.05(. Also, there is a significant relationship between the dimension of personal goals and educational level (P <0.05). In terms of personal dimensions, PhD students had lower levels than the average. Conclusion: Empowering human resources through education is possible. Obviously, with the increase in the efficiency of universities and higher education institutions, one can take a major step in the development of the country. It is suggested that in order to improve the quality of these skills among students, the teaching strategies for learning these skills should be included in the student's curriculum, or by conducting workshops on the use of these strategies during the study period for students for improving and developing it.
In search of the key factors that influence student success at university
2000
Th is paper describes the results of the fi rst stage of a longitudinal research project being undertaken at the University of Southern Queensland (USQ) to identify the key predictors of academic success. By identifying the individual and sociocultural factors that infl uence how individual students perform, educators are in a better position to make changes to the teaching and
American Journal of Educational Research, 2013
The present research study was design to investigate the factors affecting academic performance of graduate students of Islamia University of Bahawalpur Rahim Yar Khan Campus. The variables under consideration were the academic performance (student's grades/marks) as a dependent variable and the gender, age, faculty of study, schooling, father/guardian social economic status, and residential area, medium of schooling; tuition trend, daily study hours and accommodation trend were independent variables. The data were collected from 100 students through separate structured questionnaire from different departments of Islamia University of Bahawalpur, Rahim Yar Khan Campus using the simple random sampling technique. For analysis, linear regression model, correlation analysis, and descriptive analysis were used. The findings revealed that age, father/guardian social economic status and daily study hours significantly contribute the academic performance of graduate students. A linear model was also proposed that will be helpful to improve the academic performance of graduate students at University level.
Best practices for students success in higher education
The definition of student success varies according to different perspectives and organisms (Cooper, 2012; Kramer, 2007). In past student success was characterized by the massive adherence to higher education institutions. Many people, measured by quantity, entered to higher education colleges and universities with the main
This study presents the opinion of students of the Faculty of Economic and Social Sciences at the BME concerning the factors , which contribute to students' academic success. Academic success was defined by the successful completion of university studies. 478 students were consulted by online questionnaire. The factors were grouped into eight scales: practice-oriented education, student's social relationship on campus, student's study habits, supports for student's learning in classroom, stu-dent's attitude towards responsibilities in university, support by family and friends, conscious career choice and assistance provided by remedial courses. The opinions of the male and the female students varied across seven scales, with only the role of student's social relationships on campus being judged similarly by both genders. Students studying for bachelor's degrees judged the role of the student's social relationships on campus to be more important. Students on different degree programmes held differing opinions in two scales.
Aim: The main objective of this study is to evaluate and compare of factors affecting the educational accomplishment of students in governmental, Azad and Payame Noor Universities. Methodology: This study is a descriptive research and was conducted by using survey method. The statistical society contains all senior student of education at governmental, Azad and Payame Noor Universities and the statistical sample included 123 students selected by using stratified random sampling method. The tool for gathering data was questionnaire. The data gathered were analyzed by taking advantage of ANOVA, Freedman and least significant difference test. Results: The research findings showed that there is significance difference between universities in terms of intelligence and cognitive and institutional factors. Conclusion: The result shows that role of intelligence and cognitive factors between students of Azad University was higher than students of Payame Noor University, and the role of institutional factor was higher in governmental university than Payame Noor University. Furthermore, based on Friedman the motivational factor was placed in the first, and the institutional factor was placed in the last rank. Keywords: Educational accomplishment, cognitive and intellectual factor, motivational factor, institutional factor, psychological factors, students
Factors Affecting University Students' Achievement
Aims: This study aimed to investigate the factors that affect students' achievement. Study Design: Quantitative descriptive & qualitative designs were employed in this study. Place and Duration of Study: The study was conducted in Tafila Technical University (TTU), Jordan, during Feb – May 2015. Methodology: The sample of the study consisted of 488 students (219 males and 269 females). The researcher used two methods to collect data; a questionnaire was developed to collect quantitative data, it consisted of 5 sections; the first section includes items for demographic information (gender, academic year, college and students' accumulated average). The other 4 sections were the questionnaire domains; each domain represents the achievement problems from students perspectives related to that domain; domain1 represents achievement problems related to students (10 items), domain 2: problems related to the faculties (7 items), domain 3: Problems related to courses (9 items), domain 4 problems related to test administration (13 items). In order to collect a qualitative data about factors affecting students' achievement, the researcher used focus group discussion (FGD). Results: The results indicated that the following factors affect students' achievement: courses, test administration, students, and faculties. The results indicated also statistical significant differences 2 (P = .05) attributed to gender on the achievement problems associated with test administration, courses and faculties; female students had higher mean in problems associated with courses and test administration, while male students were suffering more from problems associated with faculties. Finally, there are statistically significant differences (P = .05) attributed to colleges on the achievement problems associated with students and faculties; humanity college students have more problems related to students domain, while scientific colleges students have more problems associated with faculty domain. Conclusion: This study is aimed to determine the key factors that influencing students' achievement, the study showed that students' achievement was affected by the factors identified by the researcher; faculties, courses, students and test administration. Students vary in the degree of the effect of these factors according to their gender and the college they study in. The student performance would be improved if the academic institution leaders minimize the influence of the proposed factors and taking care of the psychological factors that influence students' achievement by increasing the role of counseling centers at the universities, providing better environment for assessing students' achievement, faculties must be more fair in assessing their students, Faculties Development Centers at Jordanian universities may need to focus on developing the methods of assessment that used by faculties, and faculties and administrators should advise the students about the factors that affect their achievement and how to overcome these factors. The academic achievement of the students depends on many factors; only 4 of them have been identified by this study. There may be other factors which may have a direct effect on students' achievement, such as; the influence of socioeconomic factors, teacher-student ratio, students attendance in the class, and mother and father education. Based on the findings of this study and in order to generalize the results, the researcher suggests that research should be extended to all Jordanian universities.
Students' Readiness to Succeed and Persist in Their University Study
Universal Journal of Educational Research, 2020
The higher education institutions in Palestine depend deeply on the rate of students' enrolment. The budget of these institutions depends on the rate of students' enrolment for this reason the institutions always trying to encourage students to enroll in their programs. Therefore, the purpose of the current study is to investigate first year students' perceptions concerning their readiness to succeed and persist in their university study. Mixed qualitative and quantitative approach was used to achieve the purpose of the study. The participants of the study were 776 students from a large university located in the northern of Palestine. Statistical analysis by using the SPSS package was used for analysing quantitative data from the survey. For qualitative data analysis, thematic analysis was used for analysing students' responses on the open-ended questions. The findings of the study revealed that student's friends have a positive influence on students' enrolment at the university. On the other hand, gender and family encouragement did not have any impact on student's pursuing higher education. The study suggested to implement orientation sessions in high schools to provide students more information about the university life from different aspects such as academic, social, and involvement in the activities on campus. The decision-makers in the higher education institutions in Palestine design workshops and programs to encourage students to register at universities.
Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 2021
One of the most important goals of education is to ensure that students are academically successful. The purpose of this study is to investigate the factors ensuring success and causing failure of students in educational environments. In the research, single survey model, one of the survey models, was used. Extreme or deviant (outlier) sampling method, which is one of the purposeful sampling methods determined within the scope of the research, was used. The study group of the study consists of 21 students who are in the 11th grades of a secondary education institution and who are either successful or unsuccessful in academia. For this purpose, interview method, one of the qualitative research methods, was used. The data of the research were collected using semi-structured interview questions and analyzed by induction method. The answers obtained from the students were written and analyzed first by content analysis and then by descriptive analysis. It was detected that individual factors, teacher attitude factor, family influence factor and out-of-school support factors were effective in achieving of successful students. It was also detected that unsuccessful students' academic failure was caused by difficulty of lessons, teacher attitude, friend effect and other factors. As a result of the research; suggestions were made on how the success and failure factors identified can be reflected positively and effectively on the education and training environment.