An Investigation of Factors that Influence the Academic Performance of Undergraduate Students of Public Universities in Ghana

Issahaku, Paul Alhassan

doi:10.5901/mjss.2017.v8n3p259

Cited by 4 publications

(3 citation statements)

References 20 publications

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“…Poor academic performance is defined as not meeting the desired criteria (Danladi & Abdullahi, 2023). Various factors have been identified as influential in affecting academic performance, including inadequate effort, lack of self-motivation, learning preferences, past and recent academic accomplishments, academic disposition, and the educational institution previously attended (Issahaku, 2017).…”

Section: Introductionmentioning

confidence: 99%

Participant/Avoidant Learning Approaches and Academic Performance in Cost Accounting: A Study of South-South Nigerian Federal University Students

Godwin Pius,

Kingsley Chukwuka

2023

BEL

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Since most students are unaware of the various learning approaches and the best style for learning a particular course (for example, Cost Accounting), they tend to perform below their best. Also, due to the nature of cost accounting as a core accounting course, which has to do with real-work experience and computations, students tend to adopt a different learning approach in learning the course. As a result, they tend to perform below their best. The participant learning approach is an instructional method that actively involves students in their learning process. It emphasizes engagement, interaction, and hands-on experiences rather than passive reception of information. The correlation between avoidant learning strategies and students’ academic achievement in disciplines such as cost accounting is a subject of considerable interest and pertinence. The study investigated the correlation between participant/avoidant learning strategies and students’ academic achievement in cost accounting at four Federal Universities in the South-South region of Nigeria. The population consisted of 556 final-year accounting students from the accounting departments of four Federal Universities. The researchers used a descriptive research design and a randomly selected sample of 248 students. The Pearson Product Moment Correlation (PPMC) was used to analyze the association between the learning style preference of senior accounting students in cost accounting and their academic performance in the preceding semester’s final grade. The study found a significant positive correlation between participants’ learning approach and students’ academic achievement in cost accounting. Conversely, there was a significant negative correlation between the avoidant learning approach and students’ performance in cost accounting. The study recommends fostering self-motivation among students, encouraging them to seek approval from parents and instructors, and exposing them to diverse learning styles. This self-motivation is believed to facilitate the acquisition of appropriate learning strategies for effective learning. The research suggests that students who adopt an avoidant learning approach tend to perform poorly academically. To address this issue, it is recommended that instructors and fellow students discourage.

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Section: Introductionmentioning

confidence: 99%

Participant/Avoidant Learning Approaches and Academic Performance in Cost Accounting: A Study of South-South Nigerian Federal University Students

Godwin Pius,

Kingsley Chukwuka

2023

BEL

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“…Other studies have also focused on factors such as hours of study, personal study schedules, etc. (Issahaku, 2017) and entry and exit grades [aggregates and cumulative grade point average (CGPA)] (Anane, 2018); Doe et al, 2018;Gyampoh, 2020;Kwapong, 2018). From the foregoing review of literature, there appears to be inadequate information on students' entry grades in only integrated science and their performance in science-related courses in HEIs in Ghana.…”

Section: Introductionmentioning

confidence: 99%

Integrated Science Entry Grades Connection with End-of-Course Completion Grades in Science in a College of Education in Ghana

2023

JEP

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Previous experience is essential in the teaching and learning process because it serves as a basis for learners in tackling subsequent problems. It is on the basis of this, the researchers took up this study to explore the relationship between the entry grades of pre-service teachers in integrated science and their end-of-course completion grades in science-related courses at the college level. The quantitative descriptive survey research design was employed in this study. A sample of 124 pre-service teachers was purposively selected for the study with a checklist as the data collection instrument. Frequencies, percentages, and Spearman's rho were used to analyse the data collected. The study discovered a noteworthy result regarding the relationship between entry grades and academic performance in science-related courses. The findings revealed a weak positive correlation between pre-service teachers' integrated science entry grades from the West African Senior School Certificate Examination and their subsequent performance in general biology, chemistry, and physics at the college level. It emphasised the limited effectiveness of relying only on entry grades as a criterion for college admissions. Based on the findings, it was recommended that policymakers and colleges of education move beyond the singular reliance on entry grades in admissions and consider a more comprehensive approach incorporating a broader range of factors that influence academic performance.

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“…Además, se observa que variables tales como la edad, el cambio de estado civil durante la carrera, el obtener o no una beca y el nivel educativo de la madre influyen alternativamente en la deserción o permanencia en el sistema (Bonaldo & Nobre-Perira, 2016;Casano, Cervero, Nuñez, Almeida & Bernardo, 2018). Asimismo, la asistencia y participación en clase, la motivación intrínseca, el aprendizaje autónomo y estratégico, y la percepción de autoeficacia entre otras, se vinculan con el rendimiento académico (Issahaku, 2017;Renzulli, 2015;Teshome, 2018).…”

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Estilos de pensamiento en estudiantes universitarios de Buenos Aires

Hoffmann

Uriel

Fernández

et al. 2020

PSICO

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Thinking Styles in College Students from Buenos AiresDifferent academic situations demand the use of specific thinking styles in order to achieve success in higher educational. The study aims to describe college students' thinking styles and to relate them with academic achievement. The sample was composed of 225 college students representing diverse majors. A MANCOVA test revealed significant multivariate effects for sex and major, as well as for the interaction between sex and working status. Correlational analysis verified significant associations between academic achievement and styles for Social and Human Science majors. Results are discussed from theoretical and practical standpoints.

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An Investigation of Factors that Influence the Academic Performance of Undergraduate Students of Public Universities in Ghana

Abstract: The aim of this study was to assess the extent to which background characteristics, students '

Cited by 4 publications

References 20 publications

Participant/Avoidant Learning Approaches and Academic Performance in Cost Accounting: A Study of South-South Nigerian Federal University Students

Participant/Avoidant Learning Approaches and Academic Performance in Cost Accounting: A Study of South-South Nigerian Federal University Students

Integrated Science Entry Grades Connection with End-of-Course Completion Grades in Science in a College of Education in Ghana

Estilos de pensamiento en estudiantes universitarios de Buenos Aires

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