Analysis of the inter-relationship between students’ first year results and their final graduating grades

Oguntunde,

doi:10.21833/ijaas.2018.10.001

Cited by 7 publications

(1 citation statement)

References 11 publications

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“…K. Deepika and Dr. N. Prema (2017) reported that peer pressure contributes to deviant behavior and lower academic performance. Oguntunde et al (2018) emphasized the need to monitor students' performance in tertiary institutions due to factors such as peer pressure that may lead to a loss of focus. Gs et al (2021) explored the relationship between student alienation and organizational culture in an educational institution, indicating the potential negative effects of peer pressure on students' well-being and academic success.…”

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confidence: 99%

Social Factors and Students’ Academic Performance: A Case Study from Dai Nam University

Thuy

2024

IJSSHR

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This study investigates the impact of peer pressure on students' academic performance, aiming to elucidate the multifaceted nature of peer influences within educational settings. Peer pressure can be categorized into various types, but Moldes et al. (2019) identify four main categories: social belongingness, curiosity, the cultural-parenting orientation of parents, and education. In this study descriptive correlation was used. The study was conducted at Dai Nam University. The results show the relationship between the anticipated level of peer pressure concerning social belongingness, curiosity, the cultural-parenting orientation of parents, and education. The findings of this study indicate a significant relationship between peer pressure and academic performance, with both positive and negative influences observed. These findings contribute to the broader understanding of the social dynamics in educational contexts and offer practical implications for educators, policymakers, and parents in enhancing student academic success.

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confidence: 99%

Social Factors and Students’ Academic Performance: A Case Study from Dai Nam University

Thuy

2024

IJSSHR

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Academic performance of engineering students: A predictive validity study of first‐year GPA and final‐year CGPA

Nurudeen,

Fakhrou,

Lawal

et al. 2023

Engineering Reports

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Students' academic achievement is regarded as the scholastic standing of students at the end of a given study period that is expressed in terms of grades. This study focused on students' first‐year GPA as a predictor of final‐year CGPA and the relationship between demographic attributes of the students to academic achievement. An ex‐post factor research approach was adopted, and Pearson's correlation and Regression Analysis were fitted with the data using Minitab software. The results of the study highlighted that first‐year GPA had a strong positive relationship with final‐year CGPA which is an indication that first‐year GPA greatly influences final‐year CGPA meanwhile, demographic characteristics have no significant correlation with students' final‐year CGPA. Finally, the correlations drawn from this study indicated that first‐year GPA had a strong positive relationship with final‐year CGPA. Therefore, the students should be properly guided, University administrators, Faculty members, policy‐makers and other stakeholders should effectively develop a monitoring blueprint for students' academic progress as poor performance has severe consequences on students, teachers should inculcate effective learning culture among students, while government and its supervisory agencies should provide adequate teaching and learning resources, create enabling learning environment for effective service delivery that focuses on improving students' performance in Engineering.

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The impact of engineering students' performance in the first three years on their graduation result using educational data mining

Adekitan

Salau

2019

Heliyon

125

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Research studies on educational data mining are on the increase due to the benefits obtained from the knowledge acquired from machine learning processes which help to improve decision making processes in higher institutions of learning. In this study, predictive analysis was carried out to determine the extent to which the fifth year and final Cumulative Grade Point Average (CGPA) of engineering students in a Nigerian University can be determined using the program of study, the year of entry and the Grade Point Average (GPA) for the first three years of study as inputs into a Konstanz Information Miner (KNIME) based data mining model. Six data mining algorithms were considered, and a maximum accuracy of 89.15% was achieved. The result was verified using both linear and pure quadratic regression models, and R 2 values of 0.955 and 0.957 were recorded for both cases. This creates an opportunity for identifying students that may graduate with poor results or may not graduate at all, so that early intervention may be deployed.

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Analysis of the inter-relationship between students’ first year results and their final graduating grades

Cited by 7 publications

References 11 publications

Social Factors and Students’ Academic Performance: A Case Study from Dai Nam University

Social Factors and Students’ Academic Performance: A Case Study from Dai Nam University

Academic performance of engineering students: A predictive validity study of first‐year GPA and final‐year CGPA

The impact of engineering students' performance in the first three years on their graduation result using educational data mining

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