Factors Affecting Academic Performance...

al.,2007). Using previously researched scholar articles and books, the authors were able to base their search, follow certain guidelines and compare their results with other results. Using tests such as the Kruskall-Wallis non-parametric test, Nagel et. al.(2007) were able to examine the differences in performance based on each grade group.

Five hundred sixty five students ranging from grade 7 to grade 11 took part in this study. All students enrolled in an

Internal validity of this study included data collection process and student personal interest in education. For example, students may have scored in exam because they concern about their own education. Reliability of this study instrument has not been tested. This is the first time this group will have this survey. There is no former survey to use as a standard to see if there are many changes.

, we interviewed 165 students. 79% of the students were in ninth grade as Freshman, 8% were in tenth grade, 10% were in eleventh grade, and 4% were in twelfth grade as seniors. The participants were made up of 58% male

It is important to be aware that students tend to put all of their efforts and time in school to get the best possible academic performance. Especially for high school students who are expected to go to college after they get

Participants were from a high school as a convenient sample. They are juniors and in the

They also use this method to predict how early schooling and environment affect boys and girls academic development. They went over the data and compared boys and girls performance from grade 1-11. The academic performance of boys and girls appear to be at the same level in elementary school. However, it starts to shift once they enter secondary school. The original sample is from Concordia Longitudinal Research Project, which is a continuing research of at-risk families. The study sample used 126 participants from the original sample to research this

Achieving academic success is something that many individuals consider to be a challenging task. Some people even think that it might be too difficult to worry even about trying to achieve it. While attempting to reach your goal in obtaining academic success, you must meet your university’s expectations and guidelines to reach your goal of being awarded a degree. If you want to thrive in school, you have to be willing to work hard and make sacrifices. The same initiative will also be needed to be successful in whatever career path you choose for yourself. By proving not only to yourself but others that you can see it through in getting your

In their seminal piece, How College Affects Students, Pascarella & Terrenzeni (1991), states that “students’ grades are probably the single most revealing indicator of his or her successful adjustment to the intellectual demands of a particular college’s course of study" (388). Grades are significantly influenced by study habits, motivation, organization, and level of effort as seen in (Capella, Wagner & Kusmierz, 1982; Culler & Holahan, 1980; Astin, 1971b, 1975b). Grades tend to “reflect not only requisite intellectual skills but also desirable personal work and attitudes” (Pascarella, et. al, 388). There is evidence to support grades of undergraduates success will lead to the student earning a bachelor’s degree and future graduate degrees.

Factors like biological, environmental, sociocultural and psychological may all affect a student’s achievement. A student’s performance and well being is an indicator of what the school’s environment is like. If the student is in a deprived environment, then they will surely not excel in school and will not have any academic success, where as students who study in an enriched school environment would find it much less difficult to obtain academic

Komarraju (2011) had few limitations during this experiment. The participants that was in this study only gave self-reported GPA’s. In the future, researches need to always obtain the participants grades through school records. This will add more reliability to the information that is used. Also, there

In this part of the study was reported that the socio-demographic characteristics of the participants. According to this. Two hundred and twenty nine participants agreed to volunteer for this study. The sample was 33.6% male (n = 77) and 66.4% female (n =152). Students enrolled in a course during the spring semesters of 2008, 2009, 2010, and 2011. Our sample academic grade consisted of 20.1% freshman (n = 46), 22.7% sophomore (n = 52), 31.0% junior (n = 71) and 26.2 % senior (n = 60). See Appendix A.

Based on the above discussion and the statistical analysis conducted in Chapter Four, the outcome determined that enough evidence supports the rejection of the null hypothesis of no difference. The findings indicate that there was a statistically significant difference presented in the seasonal performance of junior male and female student-athletes with respect to their GPA scores. The dialogue of the literature with respect to those findings revealed that there were a number of possible justifications.

The purpose of the study was to examine how Academic Success Inventory for College Students (ASICS) can be used to evaluate the success of students academically and achieve higher performance. ASICS is an instrument with 50 items that have10 factors used to measure academic skills, anxiety, motivation, personal adjustment, and other factors that affect student performance (Prevatt et al, 2011). This study measured the academic success of college students using 10 subscales of ASICS: general academic skills, confidence, perceived efficacy of instructor, concentration, future external motivation, socializing, career decidedness, lack of anxiety, personal adjustment, and current external motivation. The ASICS was applied on a pilot study of 315 students and then a sample of 930 students from a public university in south-eastern United States (Prevatt et al, 2011). Analyzed ASICS in the early stages of validation that was developed based on the notion that academic success in college is truly multidimensional in nature and has a multivariate indicator. Specifically, their study contributes to the factors

The study empirically examines the causes of poor academic performance of the students in the