Prediction of Postgraduate Performance from Self-Efficacy, Class of Degree and Cognitive Ability Test Scores

Lane, John; Lane, Andrew M.; Cockerton, Tracey

doi:10.3794/johlste.21.16

Cited by 11 publications

(12 citation statements)

References 12 publications

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“…Selfefficacy has a very important role in relation to predicting learning achievement. Research conducted by Research (Lane, Lane, & Cockerton, 2003) on Postgraduate students supports the results of previous studies that there is a significant relationship between self-efficacy and learning achievement.…”

Section: Anova Asupporting

confidence: 75%

The Effect of Self-Efficacy on English Training Results

Laksono¹

2018

empowerment

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The aim of this study is to explore how much influence the self-efficacy of English training results in the form of the TOEFL score. This research used the quantitative approach, with multiple linear regression analysis. The sampling technique used a saturated sample in which the researcher uses 23 persons who are carrying out the TOEFL training. Data collection techniques using the questionnaire in the form of google form and then analyzed using SPSS 24. Data collection tool in the form of the validated questionnaire with all item coefficients greater than 0.3 (r = 0.316-0.885) and declared reliable with alpha value 0.945. The results of this study indicate that there is a significant influence simultaneously between self-efficacy with ability variables, the ability to organize, the ability to perform a task, the ability to achieve a goal and implement actions to achieve proficiency in training results in the form of TOEFL score. But partially no significant effect. Effect of self-efficacy with these variables has an effect on the training results in the form of TOEFL score of 64.5%.

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Section: Anova Asupporting

confidence: 75%

The Effect of Self-Efficacy on English Training Results

Laksono¹

2018

empowerment

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“…But there was no significant relationship noticed between class of degree at undergraduate, self efficacy and postgraduate students' performance. In a similar study conducted by [9], combination of class of degree at undergraduate level, self efficacy and cognitive test scores was a better predictor of postgraduate students' actual performance. Some factors may bring about variations in the performance of students in undergraduate and postgraduate levels.…”

Section: Introductionmentioning

confidence: 71%

Class of Degree and Postgraduate Students’ Performance in a Nigerian University

Osakuade

Tayo-Olajubutu

Akinduyo

2020

JESBS

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Aims: University education remains the engine tower of development in any country. In the realization of this, goals of university education and strategies to achieve them were clearly spelt out in the Nigeria National Policy on Education. Some employers of labour have been lamenting on the poor quality of Nigerian graduates despite that some of them came out with good grades. Class of degree speaks volume in the employment and admission criteria of this country. The thrust of this paper therefore is to examine the influence of class of degree on postgraduate students’ performance. Study Design: The study adopted descriptive research design of the survey type. Place and Duration of Study: The population comprised all the entire masters’ students that graduated from Adekunle Ajasin University, Akungba Akoko, Ondo State, Nigeria between 2015/2016 and 2018/2019 sessions. Methodology: Proportional stratified random sampling technique was used to select one hundred and eighty nine (189) masters’ graduates from the six faculties of the university. Simple percentage, bar chart and Analysis of variance (ANOVA) were used for data analysis. Results: Finding showed that: (i) There is no significant difference in the performance of postgraduate students in course work based on class of degrees (F2,1860.05 = 0.527, p = 0.492 >0.05). (ii) There is no significant difference in the performance of postgraduate students in dissertation based on class of degrees (F2,1860.05 = 2.697, p = 0.070 >0.05). Conclusion: Class of degree at undergraduate level has nothing to do with postgraduate students’ performance at postgraduate level. It was recommended that class of degree at undergraduate level should not be solely used to select candidates for admission into postgraduate programmes. Multiple measures should be adopted.

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“…Alias and Zain (2006), who conducted a study on the relationship between entry qualifications and performance in graduate education for a Master's degree in the Technical and Vocational Education Programme, concluded that students who entered with high UCGPA tended to graduate with a high CGCPA. However, these authors also reported that Lane, Lane and Cockerton (2003), who carried out a study on hospitality students, found a significant but weak correlation between the class of undergraduate degree and GCGPA (r=0.24, p<0.0). Lane, Lane and Cockerton (2003) also found that students with first class honours www.ccsenet.org/ass Asian Social Science Vol.…”

Section: Master's Student Performancementioning

confidence: 89%

“…However, these authors also reported that Lane, Lane and Cockerton (2003), who carried out a study on hospitality students, found a significant but weak correlation between the class of undergraduate degree and GCGPA (r=0.24, p<0.0). Lane, Lane and Cockerton (2003) also found that students with first class honours www.ccsenet.org/ass Asian Social Science Vol. 8, No.…”

Section: Master's Student Performancementioning

confidence: 89%

The Achievements of Engineering Master’s Coursework Students from Diverse Backgrounds

Sujá¹,

Yacob²,

Mohammed³

2012

ASS

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The objective of this study is to investigate the performance of postgraduate students from various backgrounds on the basis of the following criteria: country, achievements during undergraduate study, English language requirement and previous work experience. The Civil Engineering Master's Programme was taken as a case study. A data set sourced from students' application forms and academic record for three consecutive session intakes, was used. As a measure of the students' performance, Graduate Cumulative Grade Point Average (GCGPA) was considered as the key performance index. Students from Malaysia (28%), Iran (53%) and Iraq (19%) were chosen because their communities together represent the largest number of students in Malaysia. The mean achievements of the students from Malaysia, Iran and Iraq were comparable (mean GCGPA 3.52-3.60). The largest number of candidates (43.5%) who entered the programme had an Undergraduate Cumulative Grade Point Average (UCGPA) higher than 2.70 but lower than 3.00. The decision to continue the master's study was most popular with students 1-4 years after graduation. Regarding the extent to which UCGPA contributed towards GCGPA, Malaysian students exhibited a weak relationship but a stronger correlation than the other student groups (r=0.331, p<0.05). For Iranian students, work experience was very significant (r=0.416, p<0.05). The results also indicate that English proficiency affected the performance of the students. The correlation between work experience and GCGPA differed for students with and without TOEFL/IELTS scores. It is hoped that the results of this work can contribute toward a more detailed study for determining the entry requirements of students seeking admission to master's course programmes.

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Prediction of Postgraduate Performance from Self-Efficacy, Class of Degree and Cognitive Ability Test Scores

Cited by 11 publications

References 12 publications

The Effect of Self-Efficacy on English Training Results

The Effect of Self-Efficacy on English Training Results

Class of Degree and Postgraduate Students’ Performance in a Nigerian University

The Achievements of Engineering Master’s Coursework Students from Diverse Backgrounds

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