scholarly journals Institutional Factors affecting Academic Performance of Marketing Students in Nueva Ecija

2020 ◽  
Vol 5 (1) ◽  
pp. 322-324
Author(s):  
Kim Edward S. Santos ◽  
Antonio Jose D. Celis
Keyword(s):  
Academic Performance ◽  
Institutional Factors ◽  
Factors Affecting

scholarly journals Factores personales-institucionales que impactan el rendimiento académico en un posgrado en educación

2018 ◽  
pp. 4-32
Author(s):  
Mario José Martín Pavón ◽  
Dora Esperanza Sevilla Santo ◽  
Cristina Jenaro Río
Keyword(s):  
Academic Performance ◽  
Well Being ◽  
Self Esteem ◽  
Influential Factors ◽  
Team Work ◽  
Institutional Factors ◽  
Research Experience ◽  
Factors Affecting ◽  
Faculty Of Education ◽  
Research Students

La presente investigación tuvo como objetivo identificar los factores personales e institucionales que determinan el rendimiento académico de los estudiantes de la Maestría en Investigación Educativa, ofertada por la Facultad de Educación de la Universidad Autónoma de Yucatán, México. El estudio se desarrolló bajo el paradigma cuantitativo. Los participantes pertenecen a las cohortes 2004-2014, y fueron clasificados en estudiantes de alto o bajo rendimiento. La información se recolectó con un cuestionario estructurado que indagó sobre: conocimientos previos, antecedentes académicos, habilidad para trabajar en equipo, expectativas del programa, motivación, autoestima, bienestar psicológico, procesos académicos-administrativos y desempeño del asesor y tutor. El análisis de la información incluyó procesos comparativos, estudio de relaciones, análisis de regresión y análisis discriminante. El estudio reportó que la experiencia en investigación, los hábitos de estudio y la autoestima son los factores que más influyen en el rendimiento académico de los estudiantes del programa.Personal and institutional factors affecting academic performance in a postgraduate program in educationSummaryThe present research aims to identify the personal and institutional factors that determine the academic performance Master in Educational Research students, offered by the Faculty of Education of the Autonomous University of Yucatan, Mexico. The study was developed under the quantitative paradigm. Participants belong to the 2004-2014 cohorts, and were classified as high or low performing students. The information was collected with a structured questionnaire that inquired about: previous knowledge, academic background, team-work skills, program expectations, motivation, self-esteem, psychological well-being, academic-administrative processes and consultant and tutor performance. The analysis of the information included comparative processes, relationship study, and regression and discriminant analyses. The study reported that research experience, study habits, and self-esteem were the most influential factors in the academic performance of students in the program.Recibido: 19 de junio de 2017Aceptado: 09 enero de 2018

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.

Music in Secondary Education: Predictors of Music Subject Choices and Associations with Academic Achievement

2021 ◽  
Author(s):  
Maruša Levstek ◽  
Daniel Elliott ◽  
Robin Banerjee
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Secondary Education ◽  
Music Education ◽  
Economic Status ◽  
Factors Affecting ◽  
Systemic Factors ◽  
Education Hub ◽  
Socio Economic Variables ◽  
Youth Music

This paper investigates the relationship between music qualification choice and academic performance in secondary education in England at Key Stage 4 (KS4; usually at age 15 and 16). We analysed data from 2257 pupils at 18 educational settings in a city in the southeast of England. Two regression analyses with clustered errors modelled KS4 music qualification choice and GCSE academic achievement in English, Mathematics, and other English Baccalaureate subjects, while controlling for a range of demographic, academic, and socio-economic variables. Choice of music as a subject at KS4 was positively associated with the total volume of KS4 qualifications entered for examination and was also predicted by coming from an affluent neighbourhood. Furthermore, this choice of music at KS4 was associated with greater academic performance on English Baccalaureate subjects above and beyond other significant predictors (gender, language, prior academic achievement, total volume of KS4 qualifications, and neighbourhood socio-economic status; local Cohen’s f-squared = .09). These results point to a small but significant additive effect of studying music at KS4 in relation to performance on core GCSE subjects. We also found that schools with KS4 music qualification choice greater than the national average were higher in overall academic attainment, in the proportion of pupils attending extra-curricular instrumental lessons, and in our composite measure of school’s engagement with a local music education hub. The results are interpreted in light of sociological theories of education in an attempt to better understand the underlying systemic factors affecting youth music engagement.

scholarly journals Institutional Factors Affecting the North Caucasus Region in Connection to its Russian Identification

2017 ◽  
Vol 6 (4) ◽  
pp. 416
Author(s):  
Abdullakh Abdulgamidovich Mallakurbanov ◽  
Elena Vladimirovna Baboshina ◽  
Ilmira Abduragimovna Abdulaeva ◽  
Irade Safaratdinovna Guseinova
Keyword(s):  
Institutional Factors ◽  
North Caucasus ◽  
Factors Affecting ◽  
Caucasus Region ◽  
The North

INSTITUTIONAL FACTORS AFFECTING THE PERFORMANCE OF FARMER COMPANIES IN SRI LANKA

2011 ◽  
pp. 255-262 ◽  
Author(s):  
H.S.R. Rosairo ◽  
M.C. Lyne ◽  
S. Martin ◽  
K. Moore
Keyword(s):  
Sri Lanka ◽  
Institutional Factors ◽  
Factors Affecting

Facility Related factors Affecting Academic Performance of Medical Student in Human Anatomy in Bahir Dar University, Northwest Ethiopia

2019 ◽  
Author(s):  
Shibabaw Tedla Tiruneh ◽  
Belta Asnak Abegaz ◽  
Abebe Ayalew Bekel ◽  
Yibeltal Wubale Adamu ◽  
Mengistu Desalegn Kiros ◽  
...  
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Internet Access ◽  
Human Anatomy ◽  
Related Factors ◽  
Factors Affecting ◽  
Large Class Size ◽  
Study Participants ◽  
College Library ◽  
Anatomy Teaching

Abstract Objective: The objective of this study was to identify college facility related factors affecting medical students’ academic performance in human anatomy course. Result: A total of 120 study participants were included in the study. Off which 81 (67.5%) were male while 39 (32.5%) were females. Dormitory crowdedness (AOR 3.16 (95% CI: 2.01-.83, p= 0.11), large class size (AOR = 2.36; 95%CI: 1.11- 4.64 p = 0.005), inadequate classroom facilities (AOR = 1.56; 95%CI: 1.51-4.91, p = 0.001), low internet access (AOR = 1.99; 95%CI: 1.07-3.22, p = 0.015) and inadequate anatomy teaching model (AOR = 2.63; 95%CI: 1.17 - 6.12, p =0.003) were significantly associated with low performance in human anatomy course exam. However, college library (AOR = 0.23; 95%CI: 0.1-0.48 p = 0.061) did not showed significant association with academic performance (p = 0.61). As a conclusion, dormitory crowdedness, large class size, inadequate classroom facilities, low internet access and inadequate anatomy-teaching models were independent factors, which affect performance of medical students in human anatomy course exam. However, there was no significant association between college library and performance of study participants in human anatomy course exam.

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