Impact of self-esteem and student-and-lecturer interaction on academic performance in a chartered accounting programme

Terblanche, W.; Fakir, Dharmini; Chinyamurindi, Willie T.; Mishi, Syden

doi:10.1080/0309877x.2020.1781801

Cited by 14 publications

(10 citation statements)

References 59 publications

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“…Gopal and Singh (2021), Martin (2021), Mensink and King (2020) and Almaiah and Alyoussef (2019) found that lecturers who actively interact more with either male or female students by providing them with timely responses to questions, timely feedback, and also by ensuring that the students get more access to participation opportunities than other students, contribute significantly to gender-academic performance by their students. Other studies by Hashemi (2021), Terblanche et al (2021), Oviawe (2020) and Ansari and Khan (2020) also found that high levels of interaction between lecturers and students, and between students themselves, contribute to the development of positive self-esteem, motivation and satisfaction among students, which in turn lead to enhanced academic performance.…”

Section: Interaction Levels As Determinants Of Academic Performancementioning

confidence: 83%

A Gender-Based Analysis of Classroom Interaction Practices: The Effect Thereof on University Students’ Academic Performance

Rudhumbu

2022

IJLTER

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The need to optimize student interactions in universities for enhanced academic performance has been a subject of debate and discussion in different academic fora. A number of studies have shown that students, both male and female, can assert themselves academically if they are provided with opportunities for active participation and interaction with their lecturers and peers for both the horizontal and the vertical sharing of knowledge. The purpose of this study, therefore, was to investigate the gender-based interaction practices of science, mathematics and technology university students, and how these interactive patterns influence their academic performance. Using a quantitative approach located in the post-positivist paradigm, the study employed a structured questionnaire to collect the data from a sample of 1285 students from three universities. The results of the study showed that institutional practices, lecturers, parents, peers, learning content and artifacts, as well as the classroom environment, have a significant influence on the gender-based interaction practices of university students. Furthermore,, the results showed that the levels of interaction have a significant influence on the academic performance of university students, according to gender. As a main recommendation, it was proposed that universities should come up with gender-equity policies that would guide how the universities and their stakeholders could cater for the issues of gender equity.

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Section: Interaction Levels As Determinants Of Academic Performancementioning

confidence: 83%

A Gender-Based Analysis of Classroom Interaction Practices: The Effect Thereof on University Students’ Academic Performance

Rudhumbu

2022

IJLTER

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“…In a study conducted in Turkey, Hannas and Kaymakamoglu (2017) found that there are no significant differences between the EFL students' perceptions about their self-esteem in relation to gender, language level or age. It is also revealed that self-esteem influences student-student interaction, lecturer-student interaction, learning performance and academic performance (Terblanche et al, 2021). This finding is controversial with the result of an Arab Saudi study on EFL learners' self-esteem which revealed that Saudis are considered EFL learners with low self-esteem (Arabi, 2017).…”

Section: Discussionmentioning

confidence: 99%

Self-esteem and its Relationship to English Oral Performance among Yemeni EFL Undergraduate Learners

Al-Ariqi

Sharyan

2022

SHE

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The present study aims to explore the level of self-esteem among the Yemeni EFL university students and find out whether female and male significantly vary in their self-esteem. It also examines the level of the Yemeni Arabic speaking EFL university students in English oral performance and its relationship with their self-esteem. For the data collection, three instruments have been used. First, 50 Yemeni EFL undergraduate students (female=38; male=12) completed the self-esteem scale (SES) developed by the researcher along with the standardized Self-esteem Scale by Rosenberg(1965). Then, an oral test was set to test students' performance in English speaking skill. The third tool is a spoken test checklist prepared to score the students’ oral performance. The data collected were statistically processed by using SPSS. The results obtained show that: (a) Yemeni EFL undergraduate learners show high self-esteem degree (M=2.90 (out of 5), percentage73%) in both dimensions (c) No significant differences have been found between females’ and males’ self-esteem, (d) There is a very slight difference between female and male towards their own perception towards themselves, but it is not significant, (e) The level of Yemeni EFL undergraduate learners in speaking skill is a bit low (M= 9.94 (out of 20); SD=2.4; percentage 49.4%), (f) There is a significant relationship between self-esteem and spoken performance by Yemeni EFL learners (r=.365, p-value=.009<0.01). As a whole, this study contributed to the ESL/EFL by providing information on Yemeni Arabic speaking undergraduate female and male EFL learners in terms of their self-esteem and their oral communication performance.

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“…Further, graduates also suggested that the University should create an environment that promotes students' self-esteem. Self-esteem influences learning performance and academic performance [24].…”

Section: Suggestions Of Students To Increase Retention Rates and Impr...mentioning

confidence: 99%

Predictors of Qualifying in the Accountancy Program in a Public University in the Philippines

Cammayo¹,

Gonzales²

2022

ujaf

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The BS Accountancy program is the most subscribed in the University. During the school year (SY) 2013 to 2015, 2,500 high school graduates enrolled in the University. Unfortunately, only a few have survived the rigors of the program. The purpose of this research is to determine the reasons for not succeeding in the program among the students. This study traced the retention and attrition of the 491 BS Accountancy freshmen enrolled in the university from School Year 2013 to 2015. On average, only 49% stayed in the BSA program as sophomores, and 12% were qualified in the program when they reached the third-year level. Most of the students (61%) who did not qualify for the program opted to shift to BSBA Management Accounting. The primary reasons for not succeeding in the BSA program were their failure to pass the battery examination, not meeting the minimum grade requirement of accounting courses, and their failure to maintain a GWA of 2.0 and above in all the courses in the BSA program. The best predictors of succeeding in the program were grades in Fundamentals of Accounting Part 2; Business Organization and Management; Speech and Oral Communication; and Physical Science. This finding could be used by the program management as the basis for enhancing the BS Accountancy curriculum to possibly increase the number of students who will stay and finish the program. The respondents suggested intensifying the conduct of tutorial and review classes for qualifying examinations and lowering the cut-off GWA to 2.25 for the first year and 2.0 for the second year.

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Impact of self-esteem and student-and-lecturer interaction on academic performance in a chartered accounting programme

Cited by 14 publications

References 59 publications

A Gender-Based Analysis of Classroom Interaction Practices: The Effect Thereof on University Students’ Academic Performance

A Gender-Based Analysis of Classroom Interaction Practices: The Effect Thereof on University Students’ Academic Performance

Self-esteem and its Relationship to English Oral Performance among Yemeni EFL Undergraduate Learners

Predictors of Qualifying in the Accountancy Program in a Public University in the Philippines

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