Factors Affecting Students’ Academic Performance in a Building Technology Program in Nigeria

Abisuga, Olatunji; Oshodi, Olalekan Shamsideen; Babatunde, Yomi

doi:10.18848/2154-8587/cgp/v06i02/37444

Cited by 5 publications

(9 citation statements)

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“…Students (67%) agreed that these classes in the Department are necessary (67%), but should not be compulsory. The reasons given for the need for such classes concur with reasons given in the literature (McKenzie and Schweitzer 2001;Mills et al 2009;Abisuga et al 2015;Eliot et al 2018). The most important reason was that the classes assist them to prepare for tests and examinations (88% answered yes).…”

Section: Results From the Questionnaire Answered By First Yearssupporting

confidence: 61%

“…The importance of university staff and the way in which they can contribute to student success was a strong theme in the focus group discussions. This was also noted by Abisuga et al (2015).…”

Section: Focus Group Question On What the Department Of Dietetics Can Do To Assist Students To Be Successfulsupporting

confidence: 62%

“…Factors with regard to the university environment become important in student success once the student is at university. According to a study done by Abisuga, Oshodi, and Babatunde (2015), the following general factors had the greatest influence on student academic success: the lecturing styles of lecturers, poor concentration by the students in class, lack of capable and effective lecturers, poor teaching material and stress as a result of a heavy workload. Some of the major challenges that educators are faced with are the broader spectrums of student ability, learning and study skills, prior learning and varied educational goals that have to be included in the curriculum to suit an increasingly diverse student body.…”

Section: Introductionmentioning

confidence: 99%

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Determining factors of academic success of first year BSc Dietetics students

Gresse

Stansbury

2021

SAJHE

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It is broadly acknowledged that a host of factors influence the academic success of students, but there currently is a paucity of literature about this issue in the field of health sciences, and none in specifically Dietetics, in South Africa, and very little globally. This constitutes a significant knowledge gap in the field of higher education, as determining which factors are most important in facilitating the success of Dietetics students in a South African context, will make a significant contribution to understanding and assisting such students.The aim of this article is to report on a study that identified the key factors of success of first year BSc Dietetics students at one South African university. The aim of the study was to inform the design of interventions that would improve the performance and throughput of these students.Quantitative analysis of success factors contained in the existing data of the university, qualitative focus group discussions on students' perceptions and a questionnaire with a qualitative and quantitative section on success factors were used.In recruiting students for Dietetics, strict adherence to admission criteria is necessary and support should be given to students on an individual basis to ensure the highest quality of student intake and eventual output. This study showed that Dietetics students realised their own responsibility to ensure their academic success, but participants also provided important insights on what can be done by the staff, the department and university in order to improve the academic success. This information is useful to others in the higher education community and also in other programmes in health sciences. More research on the perception of staff regarding academic success factors is needed and various intervention strategies to improve success can then be investigated.

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Section: Results From the Questionnaire Answered By First Yearssupporting

confidence: 61%

Section: Focus Group Question On What the Department Of Dietetics Can Do To Assist Students To Be Successfulsupporting

confidence: 62%

Section: Introductionmentioning

confidence: 99%

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Determining factors of academic success of first year BSc Dietetics students

Gresse

Stansbury

2021

SAJHE

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“…According to Oblinger (2005), these spaces reflect the pedagogy image of HEIs. The effectiveness of these spaces influences the productivity, health and behaviour of the staff and students (Leung and Fung, 2005;Abisuga et al, 2015;Vafaeenasab et al, 2015;Abisuga et al, 2016). As such, it is paramount for HEIs to provide adequate facilities and spaces that meet the requirements of their users (students and staff) (Kok et al, 2011;Kwun et al, 2013;Wang and Zamri, 2013).…”

Section: Introductionmentioning

confidence: 99%

A holistic framework with user-centred facilities performance attributes for evaluating higher education buildings

Abisuga

Wang

Sunindijo

2019

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Purpose This paper aims to identify user-centred facilities performance attributes of higher education buildings and how they can be used to evaluate individual learning spaces. These attributes are then consolidated for developing a post-occupancy evaluation (POE) framework in this context. Design/methodology/approach A systematic review of the literature on the POE of higher education buildings is conducted. Findings This study identifies 36 facility performance attributes in higher education buildings, which can be categorised into four dimensions: ambient; spatial; technology; and building support and services requirements. These facility performance attributes need to meet user requirements to achieve satisfactory feedback. It is also important to note that user requirements differ from one learning space to another; thus, it is essential to consider the characteristics of individual learning spaces. Research limitations/implications The proposed evaluation framework is context-based and may not be suitable to evaluate other types of buildings. It may be further extended and enhanced to meet other facility management evaluation needs. Practical implications The POE framework developed in this research can be used to generate facilities management analytic to inform future design and improve existing higher education facilities. Originality/value This research has developed a holistic POE framework tool to meet user requirements in higher education buildings.

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“…This combination results in the organisational response dimensions generated by Davidow (2000) in measuring customer satisfaction with how service failures are handled. Facility manager’s inadequacy and failures have a great impact on user productivity (Abisuga et al , 2015), which, if not addressed properly, culminate in discontent and complaints (Goins and Moezzi, 2013). It is a known fact that facility users are more concerned with the outcomes of service encounter than the process of FM service delivery because facility users’ satisfaction is influenced by the functionality of the product, not how the product is delivered.…”

Section: Organisational Justice Theory and Response Dimensionsmentioning

confidence: 99%

Facility managers’ responses to user post-occupancy feedback: a conceptual framework

Abisuga

Wang

Sunindijo

2020

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Purpose This study aims to explore the various approaches used in the general customer service industry to develop a conceptual framework for evaluating the responses of facility managers to user post-occupancy feedback. Design/methodology/approach This study uses conceptual analysis based on a comprehensive review of relevant literature. Findings The results of the study established 24 propositions which are categorised under organisational response dimensions specific to facilities management (FM): timeliness, facilitation, redress, apology, credibility of explanation, attentiveness, effort and their relationships with overall satisfaction and post-feedback behaviour, such as word of mouth and acceptance to continue using the facilities. Research limitations/implications The established propositions are derived from existing theories using a deductive approach. The framework can be further enhanced to suit various applications in FM services. Practical implications This conceptual framework is a generic model, appropriate to many FM scenarios. The framework can be used to develop standard policies and procedures to foster and encourage collaborative relationships between users and facility managers. It reinforces transparency and trust between facility managers and users during the operation and management of the facilities, and improves FM effectiveness, facility performance and user post-occupancy experience. Originality/value In the FM area, no systematic approach has been previously established to evaluate and improve the response process to the users’ feedback. The proposed framework is a pioneer contribution in this area.

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Factors Affecting Students’ Academic Performance in a Building Technology Program in Nigeria

Cited by 5 publications

References 0 publications

Determining factors of academic success of first year BSc Dietetics students

Determining factors of academic success of first year BSc Dietetics students

A holistic framework with user-centred facilities performance attributes for evaluating higher education buildings

Facility managers’ responses to user post-occupancy feedback: a conceptual framework

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