Determinants of poor academic performance among undergraduate students—A systematic literature review

Al-Tameemi, Rusol Adil Naji; Johnson, Chithira; Gitay, Rizwan; Abdel‐Salam, Abdel‐Salam G.; Hazaa, Khalifa Al; Said, Ahmed Ben; Romanowski, Michael H.

doi:10.1016/j.ijedro.2023.100232

Cited by 12 publications

(7 citation statements)

References 80 publications

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“…Otros autores definen el RA como la medida en que una institución, un maestro o un estudiante logra objetivos educativos a largo o corto plazo y el logro académico del desempeño generalmente se mide mediante evaluaciones continuas y el promedio general acumulativo de calificaciones alcanzado por el estudiante (Al-Tameemi et al, 2023;Fajar et al, 2019;Singh et al, 2016). Además, el RA es el punto de referencia mediante el cual se mide la competencia de los estudiantes, la universidad, el plan de estudios y los docentes, donde, los educandos se someten a algún tipo de prueba académica formal y exámenes regulares de clase (Reed, 2009).…”

Section: Marco Teóricounclassified

Tutoría Y Rendimiento Académico en Universitarios Del Altiplano Peruano

Pari-Orihuela,

Díaz-Vilcanqui,

Mamani-Coaquira

et al. 2024

J. of Law and Sust. Develop.

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Objetivo: La tutoría universitaria es crucial para apoyar el éxito académico, personal y profesional de los estudiantes. Proporciona orientación individualizada, fomenta el desarrollo de habilidades clave y promueve la retención estudiantil, contribuyendo así al crecimiento integral de los universitarios. En ese marco el objetivo de la investigación fue determinar la relación entre la percepción del sistema de tutoría y el rendimiento académico de los estudiantes de la Universidad Nacional del Altiplano del Puno (UNAP).Métodos: El enfoque de la investigación es cuantitativo, de tipo no experimental, con diseño correlacional transversal. La población se conformó por 474 estudiantes, obteniendo una muestra de 213 estudiantes tutorados seleccionados de manera aleatoria. Se diseñó un cuestionario para evaluar la primera variable, mientras que para la segunda variable se consultaron las actas de evaluación correspondientes al primer semestre académico del año 2023.Resultados: Los resultados revelan que los estudiantes de la UNAP tienen una percepción regular de los servicios de tutoría, tanto académica como personalizada. Aunque reconocen la existencia de estos servicios, no están completamente familiarizados con todas los servicios disponibles. Aunque algunos estudiantes han utilizado estos servicios ocasionalmente, no los consideran como parte esencial de su experiencia universitaria y suelen no buscar activamente este tipo de apoyo, excepto cuando lo necesitan.Conclusión: En conclusión el 93.4% de los estudiantes evaluó el sistema de tutoría como regular, mientras que el 6.6% considera que es malo o insatisfactorio. Además, el análisis estadístico revela una fuerte correlación positiva (r=0.795) entre el sistema de tutoría y el rendimiento académico, respaldada por un valor de significancia (p=0.000 < 0.05) que confirma la validez estadística de esta relación. Estos hallazgos sugieren que a medida que el sistema de tutoría se fortalece, hay una asociación considerable y positiva con el rendimiento académico de los estudiantes.

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Section: Marco Teóricounclassified

Tutoría Y Rendimiento Académico en Universitarios Del Altiplano Peruano

Pari-Orihuela,

Díaz-Vilcanqui,

Mamani-Coaquira

et al. 2024

J. of Law and Sust. Develop.

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“…This information is crucial for developing targeted interventions aimed at reducing gaps and promoting equity in education. For instance, lower performance in certain demographics could lead to more focused resource allocation or specialized educational programs to uplift these groups (Al-Tameemi et al, 2023).…”

Section: The Significance Of Pisa Scoresmentioning

confidence: 99%

Exploring contributing factors to PISA 2022 mathematics achievement: Insights from Indonesian teachers

Wijaya,

Hidayat,

Hermita

et al. 2024

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As an international benchmark, the Programme for International Student Assessment (PISA) 2022 evaluates the educational performance of 15-year-old students across various countries. It has been observed that the average mathematics score globally declined in 2022. Understanding the responses of mathematics teachers, as practitioners, to the PISA 2022 results is crucial for evaluating the reasons behind this decline in mathematics scores. This research aims to explore and understand the perspectives of Indonesian mathematics teachers on the factors contributing to the low PISA 2022 mathematics scores. This study employs a qualitative approach, with participants being randomly selected and includes interviews with 36 mathematics teachers in Indonesia. According to the statements provided by teachers, the decline in mathematics scores in the 2022 PISA, relative to the years 2018 and 2015, can be attributed to six primary factors: pandemic-related issues, curriculum, individual factors, resource limitations, student factors, and parental involvement. Subsequently, mathematics teachers provided several recommendations for the government, schools, and parents that might enhance student mathematics achievement. These recommendations include conducting more training, improving ICT facilities in schools, and strengthening parental knowledge about the importance of parental support. The findings of this study offer various recommendations that could be implemented by the government, schools, and mathematics teachers to improve student mathematical achievement and potentially increase PISA scores in 2025.

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“…The purpose of the conceptual model is to help identify the potential factors affecting learning, not necessarily showing all possible interactions among the variables. The conceptual model has been modified to emphasize online teaching and learning and for students at the higher educational institutions (Fenollar et al, 2007;Alhadabi and Karpinski, 2020;Zach and Yazdi-Ugav, 2021;Al-Tameemi et al, 2023).…”

Section: Conceptual Modelmentioning

confidence: 99%

“…Study strategy is a predictor of students' academic performance. Instructors' characteristics strongly determine students' academic performance (Al-Tameemi et al, 2023) but none of these variables are available in our data set. Another limitation is the sample size of college students in the CFPS data set.…”

Section: Limitationsmentioning

confidence: 99%

Factors affecting academic performance of college students in China during COVID-19 pandemic: a cross-sectional analysis

Li,

Kang,

Miles

et al. 2023

Front. Psychol.

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IntroductionUnderstanding the factors that affected academic performance of students during the COVID-19 pandemic will help design effective interventions for improving students’ academic performance during emergency situations as well as during regular academic environment. This cross-sectional study aimed to identify the factors that explain academic performance of students in China during the pandemic.MethodsData on college students from the 2020 China Family Panel Studies were used, and the final sample consisted of 728 students. Ordered probit regression models were estimated to explain students’ relative performance in the semester when the in-person classes were suspended by using various student and household-related variables and characteristics. To compute missing values in selected variables, a multiple imputation technique was applied.ResultsThe odds of poor academic performance declined with higher Internet use for academic purposes, but Internet use for entertainment increased the probability of being in the poor academic performance. College students who spent more time studying on college work were less likely to have poor academic performance.DiscussionThis study identified the factors (Internet use and study time) associated with academic performance among Chinese college students during the COVID-19 pandemic. These results can be used to design policies to improve educational outcomes and to address educational inequalities.

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Determinants of poor academic performance among undergraduate students—A systematic literature review

Cited by 12 publications

References 80 publications

Tutoría Y Rendimiento Académico en Universitarios Del Altiplano Peruano

Tutoría Y Rendimiento Académico en Universitarios Del Altiplano Peruano

Exploring contributing factors to PISA 2022 mathematics achievement: Insights from Indonesian teachers

Factors affecting academic performance of college students in China during COVID-19 pandemic: a cross-sectional analysis

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