scholarly journals Academic Success Factors: An IT Student Perspective

10.28945/1518 ◽  
2011 ◽  
Vol 10 ◽  
pp. 309-331 ◽  
Author(s):  
Cheryl Aasheim
Keyword(s):  
Academic Success ◽  
Success Factors ◽  
Student Perspective

scholarly journals Measuring the contribution of specialist vocabulary knowledge to academic achievement: disentangling effects of multiple types of word knowledge

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Ahmed Masrai ◽  
James Milton ◽  
Dina Abdel Salam El-Dakhs ◽  
Heba Elmenshawy
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Success Factors ◽  
Vocabulary Knowledge ◽  
The Other ◽  
Word Knowledge ◽  
Academic Vocabulary ◽  
Vocabulary Size ◽  
Two Factors ◽  
The Impact

AbstractThis study investigates the idea that knowledge of specialist subject vocabulary can make a significant and measurable impact on academic performance, separate from and additional to the impact of general and academic vocabulary knowledge. It tests the suggestion of Hyland and Tse (TESOL Quarterly, 41:235–253, 2007) that specialist vocabulary should be given more attention in teaching. Three types of vocabulary knowledge, general, academic and a specialist business vocabulary factors, are tested against GPA and a business module scores among students of business at a college in Egypt. The results show that while general vocabulary size has the greatest explanation of variance in the academic success factors, the other two factors - academic and a specialist business vocabulary - make separate and additional further contributions. The contribution to the explanation of variance made by specialist vocabulary knowledge is double that of academic vocabulary knowledge.

scholarly journals Comprehensive Investigation of Factors Influencing University Students’ Academic Performance in Saudi Arabia

2021 ◽  
Vol 11 (8) ◽  
pp. 375
Author(s):  
Abdullah Alabdulkarem ◽  
Mohammad Alhojailan ◽  
Saad Alabdulkarim
Keyword(s):  
Saudi Arabia ◽  
Academic Performance ◽  
Academic Success ◽  
Undergraduate Students ◽  
Success Factors ◽  
Education Outcomes ◽  
Professional Careers ◽  
K 12 ◽  
Undergraduate Programs ◽  
Relationship Of

Academic success in undergraduate programs is indicative of potential achievements for graduates in their professional careers. The reasons for an outstanding performance are complex and influenced by several principles and factors. An example of this complexity is that success factors might change depending on the culture of students. The relationship of 32 factors with the reported academic performance (RAP) was investigated by using a survey distributed over four key universities in Saudi Arabia. A total of 3565 Saudi undergraduate students completed the survey. The examined factors included those related to upbringing, K-12 education, and structured and unstructured activities. Statistical results validate that many factors had a significant relationship with the RAP. Among those factors, paternal’s education level and work field, type of intermediate and high schools, and the attendance of prayers in mosques were significantly associated with the reported performance. This study provides important insights into the potential root causes of success so that they can be targeted by educators and policy makers in the effort to enhance education outcomes.

Nursing Students’ Academic Success Factors

2020 ◽  
Vol Publish Ahead of Print ◽  
Author(s):  
Janine Brown ◽  
Meghan McDonald ◽  
Cheryl Besse ◽  
Patti Manson ◽  
Reid McDonald ◽  
...  
Keyword(s):  
Academic Success ◽  
Nursing Students ◽  
Success Factors

scholarly journals Academic Success Of Non-Traditional Students: Factors Affecting Performance In An Upper-Division Undergraduate Accounting Course

2006 ◽  
Vol 3 (12) ◽  
Author(s):  
Susan A. Lynn ◽  
Ida Robinson-Backmon
Keyword(s):  
Academic Success ◽  
Student Performance ◽  
Success Factors ◽  
Traditional Students ◽  
Performance Outcomes ◽  
Learning Goals ◽  
Student Body ◽  
Family Responsibilities ◽  
Academic Factors ◽  
Non Traditional Students

Many assessment activities are conducted within the context of AACSB International reaffirmation of business programs. Central to the AACSB evaluation process is assurance of learning standards. Learning goals vary among institutions because of differences in mission, faculty expectations, and student body composition. The objective of this research is to determine the factors that influence the academic performance of students in upper-level accounting courses and to assess student performance against course learning goals. The study explores the relative importance of both academic and non-academic factors in predicting performance outcomes. The results indicate that several academic factors (GPA, student’s diagnostic exam score, and student’s self-assessment of course learning objectives) are significant in predicting a student’s final numerical course average. The study also examines the association between student achievement of course learning goals and various non-academic demographic and student success factors. The results indicate that student course loads, employment status, marital status, and family responsibilities do not equally impact student learning outcomes. The study extends existing research by using non-traditional students at an upper-division university and a variety of approaches to assess the achievement of course learning goals. 

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