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Purpose: This study aims to identify the effect of factors including homework assignment given within semesters, class attendance and the type of high school graduated on vocational college students’ academic achievements in the Corporate Accounting course. Design/methodology/approach: In order to determine the sample’ understanding level on the topic of stock corporations which is a subtopic in Corporate Accounting course, a test consisting of 20 multiple-choice questions was prepared by the researchers. The reliability of the test was determined as 0.84 by using the formula “KR-20”. Causal - comparative research design was used in scope of the study. The data obtained was analyzed by using independent samples t-test, ANOVA and regression. Findings: Upon the analyses carried out, it was found out that academic achievement varies depending on the homework assignment given within the period and class attendance hours of the student. When the joint effect of the factors on academic achievement was examined, it was seen that only the homework assignment factor has a significant effect. Research limitations/implications: This study only examined the Corporate Accounting course which is studied by the students of Accounting and Tax Applications Department in one vocational college in Turkey. In this study, used variables that are thought to be related with the academic achievement and on which unbiased data can be collected were preferred. Originality/Value: In the studies so far, the effects of the related variables on academic achievement have been examined one by one. This study determines the common effect of multiple variables used in this study called homework assignment, class attendance and the type of high school graduated on academic achievement. In this way, it will be possible to learn the variables that are more influential on academic achievement within a single study.
International Journal of Social Service and Research
What Predicts Students’ Academic PerformanceThe Performance of a higher education institution was one of the important factors determining success in producing quality graduates. Academic achievement obtained by students was considered to the success of a student and the learning system at the institution. The academic quality was also inseparable from the background of the student itself. Besides, the system and climate of teaching and learning are created in the educational environment. This study aimed to describe students' academic Performance and the factors that influence the improvement in academic performance of undergraduate students majoring in Psychology at Airlangga University. This research used a quantitative approach with a descriptive survey research design. Based on the results of research conducted, it concluded that student performance, the program of study performance, and university performance on student's academic performance, both simultaneously and partially for undergraduate students at the F...
2021 •
Academic performance and learning is a widely studied research area. It incorporates various aspects and can be measured through a plethora of dimensions including the performance of students in standardized tests, their grades and GPA in university courses, the rate of graduation, the rate of class participation, entrance tests of colleges, the overall class performance of students and so on. In this research we have taken blogging, reading, writing and communication skills as the independent variables on which the academic performance and learning is dependent. The population for this quantitative research was the students of National University of Science and Technology, Pakistan.
International Journal of Statistics and Applied Mathematics
Factors that associated with the academic performance2017 •
In this paper, the PLS-PM model has been estimated as to directly and indirectly identify factors that influence academic performance of the first year students at NUL. Sample used to utilise the task was 46. The estimated PLS-PM model was found stable and satisfying the SEM conditions. Several measure were established and found that 63% of variation of OWM is been explained by all those factors that are found to be significant. Also, seven factors were retained with factor loadings in the range of 0.4 to 0.81. Furthermore, the results of the discriminant analysis revealed that, 54% of female students are enrolled to the university while only 46% is for male students each year. 1. Introduction In all countries of the world, education is the most important sector of living; hence the major resources are plunged into it as an investment to human resource and the development of the country. The educational performance is influenced by various components including admission points, socio economic status and school foundation. Acato (2006) [1] ; Geiser and Santelices (2007) [18] all contend that admission points which are a reflection of the past performance has some impact on future performance of students. Tertiary institutions in Austria have found that a selection rank based on a student's overall performance is a predictor of success for most courses. As documented by Berthelot, Ross, and Tremblay (2001) [5] , the study agrees with the literature that admission points really distress the performance of university students and that is why the basic university entry admission points is a diploma points or mature age points. However, Berg (2012) [4] defines education as the conveyance of learning, aptitudes and information from teachers to students is lacking to capture what is truly vital about being and getting to be educated. Learning is taken to mean any change in behavior, knowledge, understanding, skills or capabilities which the greenhorn retains which cannot be ascribed simply to the physical growth or to the development of inherited behavior patterns. In the current study, two techniques are used to check two different issues. The first technique is the use of the structural equation model (SEM) through employment of the Partial Least Square Path Model (PLS-PM) to identify the factors that influences the academic performance of first year students at the National University of Lesotho (NUL) directly and indirectly. And lastly, in assessing the enrollment rate at the university, the K th nearest neighbor discriminant analysis with the discriminating factor as the sex structure of the student is engaged.
2015 •
The present study intends to explore the relationship between background variables and academic performance of the students. This study is a field study in which all M.A graduate students of accounting are involved in the study and the sample consists of 134 individuals who have at least passed one semester of the education. The prior educational achievement (the average grade of bachelor period), previous knowledge (the relationship of bachelor major with the higher education in M.A course), incentive and expectation of the students from the major selection are considered as the background variables of the study. Academic performance is measured by the average marks of the previous semesters and the total average marks. The required data is collected from the international standard questionnaire. The findings
British Journal of Education Society Behavioural Science
The Perspective of Students on FactorsAffecting Their Academic Performance at theTertiary Level2014 •
Business Economic, Communication, and Social Sciences (BECOSS) Journal
Analysis of the Effect of Gender, High School Origin, Middle School Department, College Motivation on Academic Achievement of Students of Accounting and Finance Department: Case Study on One of Private University in Indonesia2022 •
This research aims to know the learning patterns and student’s abilities in education performance by identify and analyze the influence of gender, the high school origin, high school programs, motivation on academic achievement. The methods of data collection are carried out through the following methods of questionnaires, literature studies. This study is quantitative explanatory and retrieves important accounting items. Based on the data analysis was conducted, the results showed that gender, high school programs, college motivation are not significantly affected in the GPA While the origin of high school significantly affects the GPA. This study suggested that future studies adopt other methods of data analysis and take the dependent variable other than academic achievement.
International Journal of Vocational Education and Training Research
The Effect of Assessing Students Based on Their Class Work and Homework Performance on the Overall Academic Achievement of Students2023 •
Continuous assessment, mainly tests, and assignments, help students to actively engage in the learning process. However, these assessments have been the only type of assessment in most Ethiopian universities, and they affect the student's academic performance from time to time. Therefore, this study aims to evaluate the effect of assessing students based on their class work and homework performance on the overall academic achievement of students. This study is conducted on 4 th-year Environmental Engineering undergraduate students. The class contains 25 students of which 6 of them were female. In this study, both primary and secondary data were used. The primary data includes test results, observation, and interviews, and the secondary data was collected from reviewing different published articles. The overall achievement of the students was measured in terms of test results. The collected data was analyzed using Microsoft Excel 2016. The test results before the intervention indicate the average values of test 1 and test 2 were 5.96±1.57 and 5.56±1.76 respectively. It is also noted that there is no significant difference (P>0.05) between the two test results. Among the various factors, six major factors that significantly affect the student's academic performance were identified through observations. Previous schooling, family income, student's self-motivation, teacher's delivery style, and assessment are the identified significant factor. The interview result was obtained before the application of the intervention. The result indicates that only 20% of the students are happy with the intervention and thinks that it will affect the improvement of their grade. The majority of the students (72%) are unhappy and think the opposite of the idea and the remaining 8% choose to be abstentious. After the implementation of the intervention, the student's grade improved for both test 1 (7.60±1.04) and test 2 (7.00±1.15). There is also a significant difference (P<0.05) between the student's test results before and after the intervention. It can be concluded that the intervention significantly improves the student's test scores, which in turn improves their overall performance. However, further research has to be conducted for enhancing the student's academic performance.
2010 •
This study aimed to identify student-level variables that influence academic outcomes, and to determine the extent of their influence. In Study 1, final year secondary students (N = 654) completed a questionnaire gathering demographic information and measuring possible influencing variables. A number of these variables predicted academic achievement, including demographic, attitudinal, personality, study strategy and intelligence variables. Mathematical intelligence was the strongest predictor of achievement for all three achievement variables used, and was followed by school decile. Openness to experience and critical reasoning intelligence were the next strongest predictors of two achievement variables (proportion of Merit and Excellence credits attained and Level 3 attainment), while the third achievement variable (credits attained) was next best predicted by participant sex and verbal intelligence. Self-regulation skills were more beneficial when used by high intelligence partic...
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