Factors influencing real estate students’ academic performance in an emerging economy

Ayodele, Timothy Oluwafemi; Oladokun, Timothy Tunde; Oladokun, Sunday Olarinre

doi:10.1108/pm-08-2016-0041

Cited by 10 publications

(13 citation statements)

References 26 publications

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“…Sci. Review 9 (1) 41 -49 (2021) from Ayodele, Oladokun and Oladokun (2017). Response options were presented in 5-point Likert-scales anchored by 1=strongly disagree and 5=strongly agree to express the degree of agreement or disagreement.…”

Section: Methodsmentioning

confidence: 99%

The effects of loyalty, Satisfaction, and motivation on student’s performance: A study of higher education in South Africa

Chinomona

Bikissa-Macongue

2021

Global J. Bus. Soc. Sci. Review

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Objective - Worldwide, higher education is critical for the social economic development of the society. However African countries such as South Africa, fail to produce quality graduates capable of facing the challenges of the fourth industrial revolution. Considering the increasingly competitive and dynamic environment, African countries can no longer ignore the needs and factors required to enhance student performance. The aim of this research is to examine the influence of student motivation, satisfaction and loyalty on the student performance of higher education in South Africa. Methodology/Technique – A quantitative approach was adopted in which a questionnaire was used to collect data from 400 students and 335 was usable yielding a valid response rate of 84%. The data was analyzed with the aid of 2 software programs namely, statistical package for social science (SPSS 25.0) and analysis of moment structures (AMOS 25.0). In addition, confirmatory factors analysis (CFA) and structural equation modelling (SEM) were used to test the relationship between constructs and development of the hypotheses. Finding and Novelty – The current findings reveal that students who are motivated, satisfied and loyal to their institution are more likely to perform better than those who are not. The results also reveal that there is a significant relationship between student satisfaction and student performance. It was also shown that the higher the level of satisfaction, loyalty and motivation, the better the performance. Therefore, it is recommended that universities or institutions develop an environment that promote satisfaction, loyalty and motivation of their students. Type of Paper: Empirical. JEL Classification: 121, 128. Keywords: Student Motivation; Student Satisfaction; Student Loyalty; Student Performance Reference to this paper should be made as follows: Chinomona, E; Macongue, M.B.B. (2021). The effects of loyalty, Satisfaction, and motivation on student’s performance: A study of higher education in South Africa, GATR Global J. Bus. Soc. Sci. Review, 9(1): 41 – 49. https://doi.org/10.35609/gjbssr.2021.9.1(5)

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Section: Methodsmentioning

confidence: 99%

The effects of loyalty, Satisfaction, and motivation on student’s performance: A study of higher education in South Africa

Chinomona

Bikissa-Macongue

2021

Global J. Bus. Soc. Sci. Review

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“…Tsirkas et al (2020) submitted that neglect of soft skill development across institutions, the inadequacy of training and development of soft skills in the working environments and underestimation of soft skills' value by the employees and reluctance in developing them influenced skill gap among graduate employees. The prevalence of students studying courses that they never intended due to the inability of students to get their desired course also contributes to the rising skill gap, especially in the real estate sector (Ayodele et al , 2017). This could lead to reluctance in acquiring and developing the needed skill sets expected of real estate professionals.…”

Section: Literature Reviewmentioning

confidence: 99%

Factors influencing real estate graduates soft skill gap in Nigeria

Ayodele

Adegoke

Kajimo‐Shakantu³

et al. 2021

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PurposeThe purpose of this study is to evaluate the soft skill gap of graduate employees, as well as the factors influencing the skill gaps of real estate graduates in the employment of real estate firms in Nigeria.Design/methodology/approachPrimary data were employed for the study. Close-ended questionnaire served on real estate employers in the two major property markets of Nigeria: Lagos and Abuja. From a total of 343 questionnaires administered, 172 (59.7%) questionnaires were retrieved. While data from the graduate employees were obtained via a web-based survey sent out to a total of 558 graduates, 119 (21.33%) responses were received. Descriptive and inferential statistical techniques were employed in the data analysis.FindingsThe findings showed that employers had high expectations for soft skillsets relating to responsibility, administrative, listening and communication skills. These have respective mean scores of 6.38, 6.33, 6.31 and 6.31 on a seven point scale. However, the results revealed significant skill gaps with skills such as logical thinking, business negotiation, responsibility and marketing. Further, the analysis revealed that factors influencing the skill gap, in decreasing order of influence, are training/professional mentors/remuneration, personal preferences/industry characteristics and curriculum/faculties.Practical implicationsReal estate graduate soft skills are investigated to uncover areas of emphasis and skill gaps. These outcomes could serve as important feedbacks for stakeholders towards improving real estate teaching and curriculum. The findings could also assist real estate graduates to know employers areas of emphasis in relation to graduate employability skills.Originality/valueExtant studies have reiterated and evaluated the soft skills gaps based on the perceptions of employers, faculties and institutions of higher learning. However, there is the need to investigate the perception of graduate employees, being the recipient and major stakeholders in the training process.

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“…Furthermore, the study concluded that the negative perception that real estate discipline required less academic rigor was the principal reason for the poor academic performance of male students. In a follow-up study to the earlier work of Ayodele et al (2016), the article by Ayodele et al (2017) examined the effects of gender variation, socioeconomic and academic background as factors influencing real estate students’ academic performance in Nigeria. The sample comprised 152 final year real estate students from two federal universities in the southwestern part of Nigeria.…”

Section: A Review Of the Literaturementioning

confidence: 99%

“…In Nigeria, notable contributions to this existing body of the literature are recent and location specific. Most of these studies have investigated the academic performance of real estate students through the effects of socioeconomic, gender variation and academic background (Ayodele et al , 2016, 2017; Olatunji et al , 2016; Peter et al , 2016). Others have examined the academic progress of real estate students in the individual subject using grade earned in other co-requisite subjects (Ataguba et al , 2017).…”

Section: Introductionmentioning

confidence: 99%

Factors affecting the academic performance of real estate students in a specialized Federal University of Technology in Nigeria

Ojetunde

Sule

Kemiki

et al. 2020

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Purpose The purpose of this paper is to examine the factors affecting the academic outcome of real estate students in a specialized Federal University in Nigeria. Furthermore, this paper investigates the phenomenon of publication bias in the extant literature as such evidence poses severe threats to the validity of empirical findings on factors affecting the degree outcome of undergraduate students. Design/methodology/approach The standard statistical approach adopted was to examine whether the reported coefficient estimates from ten empirical studies (105 observations) are independent of their standard errors by employing both ordinary least squares (OLS) and weighted least squares (WLS). In this paper, this approach enabled evidence of publication bias in the cited literature to be refuted. In addition, data were also collected on the academic measure and demographic information of 449 students who graduated between 2005 and 2011. For the purpose of analysis, the study utilized a stepwise logistic regression technique to examine the factors impacting on the degree outcome of real estate students. Findings The results of the OLS and WLS regression indicate that there is no significant evidence of any empirical effect of publication bias in the extant literature. The results of the logistic regression also revealed that grade point average, gender differences, prior knowledge of real estate discipline and potential difference in year of enrollment impact on students’ academic performance in terms of their ability to graduate at first attempt. In addition, factors such as age, marital status, high school grade and geopolitical/ethnic background of undergraduate real estate students do not influence their opportunities to graduate at first attempt from the university. Research limitations/implications This paper focuses only on one specialized university of technology offering a bachelor’s program in real estate in Nigeria, so as to remove any extraneous factor(s) that could be present in the other institutional settings where students have completed such program. Extending similar study to tertiary institutions in Nigeria that share similar geographical characteristics and institutional settings can produce far-reaching generalization. Originality/value This paper contributes to the scanty literature on factors affecting the academic performance of students in an undergraduate real estate program in Nigeria. A scientific element of novelty in this paper is the evidence of the absence of the underlying effect of publication bias in the extant literature on students’ academic outcome in tertiary institutions. Findings from this study serve as the basis for university officers to monitor significant transitions in real estate students’ academic progress, so as to identify those who are unlikely to graduate at first attempt early at the entrant level. Generally, the outcome of this research could provide faculty and admission officers in tertiary institutions with complementary information in arriving at an informed decision in a non-discriminatory admission process.

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Factors influencing real estate students’ academic performance in an emerging economy

Cited by 10 publications

References 26 publications

The effects of loyalty, Satisfaction, and motivation on student’s performance: A study of higher education in South Africa

The effects of loyalty, Satisfaction, and motivation on student’s performance: A study of higher education in South Africa

Factors influencing real estate graduates soft skill gap in Nigeria

Factors affecting the academic performance of real estate students in a specialized Federal University of Technology in Nigeria

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