Path Analysis Approach on Factors Affecting Grade Repetition

2019

Grade repetition is considered to be an important measure of education since it is both an outcome of a previous failure, and a predictor of subsequent failure (Anderson, Case, & Lam, 2001). Grade retention or the practice of requiring learners to repeat a grade, is used to afford underachieving learners with an opportunity to master the content of their current grade as well as acquire developmentally appropriate skills. It has, however, been a controversial issue in the sector, with some defending it as a beneficial remedial practice to improve academic performance, while others argue that it has detrimental effects (Peixoto, et al., 2016)

This study reports on the academic performance of a subgroup (n 44) of students who were selected for repetition by their schools in 1984. Data were collected on the original sample (n = 122) in 1984, the year before repetition, and in 1985, the year 1n which 74 of these students repeated a grade, and 48 proceeded to the next grade at the request of their parents.

2019

Class repetition is used as a strategy of improving academic performance in schools in Kenya. The study objective was to examine the effect of class repetition on pupil’s academic performance in public lower primary schools in Homa-Bay Sub-county. The study employed descriptive survey design and document analysis. The analysis of data was done using descriptive statistics as well inferential statistics using Statistical Package for Social Sciences (SPSS). The target population entailed all the class three repeaters in the 67 public primary schools in Homa-Bay Sub-County. Head teachers and class three teachers also took part in the study as informants. To obtain the desired number of schools out of the 67 public primary schools in Homa-Bay Sub-County from which the researcher obtained the respondents, the Krejcie and Morgan Sample Size Table (1970) was used. Simple random sampling was adopted in selecting 30 schools to include in the sample. In these 30 schools, there were a total of...

Journal of Education for Business, 2013

The difficult transition from high school to university means that many students need to repeat (retake) one or more of their university courses. This paper examines the performance of students who were repeating first-year core courses in an undergraduate business program. It used data from university records for 116 students who took a total of 232 repeated courses across 6 subjects. The results show that the student's original course grade and cumulative grade point average were positively associated with the new grade obtained in the repeated course. Conversely, the original course grade was negatively associated with the extent of improvement obtained by repeating.

2020

This study aims to analyze the factors that affect student achievement in the Department of Economic Education at the Faculty of Tarbiyah and Teacher Training of UIN Suska Riau. Population of this study was 201 students with a sample of 100 people. Data collected using questionnaire and documentation instrument. The data analysis technique used multiple regression analysis. The results showed that learning motivation has a positive and significant effect on learning achievement. The learning interest has a positive and significant effect on learning achievement. The family environment has a positive and significant effect on learning achievement, and teh learning motivation has also a positive and significant effect on learning achievement. There is a joint influence of learning motivation, interest in learning, family environment and learning models, together on learning achievement.

Academic performance is complex student behaviour and underlies several abilities (e.g. memory, interest, temperaments, and etc. to name a few (Deary, Whiteman, Starr, Whally, and Fox, 2004). Explanatory sequential design was utilized to investigate the existing relationship of motivation, study habits, and teachers’ performance perceived by the grade-nine students of the Sisters of Mary School- Boystown, Inc. Tungkop, Minglanilla, Cebu. School Year 2016-2017. It used survey questionnaire in gathering the necessary data in the quantitative phase and semi-structured interview in the qualitative phase, to validate the quantitative findings, as research instrument. Moreover, 202 students are chosen to be the respondents in the first phase and 16 students are taken from the 202 respondents for the second phase. The findings of the study showed that motivation and study habits have significant relationship with the academic performance of the grade-nine students in the Sisters of Mary School-Boystown, Inc. with the correlation coefficient of 0.26556 and 0.27887, respectively and 1.39 as the critical value. The researchers also find out that teachers’ performance perceived by students has no significant relationship with the academic performance of the student-respondents with the correlation coefficient of 0.121976 with 1.39 as the critical value. Based on the result, the researchers recommended that the students should study well and be motivated to have a good academic performance in Mathematics.

Jurnal Pendidikan Biologi Indonesia, 2019

Study habit (attending lectures, reading books, visiting library, and facing examination) plays an important role in determining academic achievement. The objectives of this study were to analyze the correlation between study habits and academic achievement and analyze the indicators that were most significantly correlated with students’ academic achievement. The study was conducted at the Biology Department of FMIPA UNNES in February - March 2018. The sample of respondents consisted of students of the Biology Department of academic years 2014, 2015 and 2016. A total of 308 students were taken as the sample using proportional stratified random sampling technique. The data was taken using a questionnaire instrument and analyzed using the path analysis method assisted by SmartPLS. The results of the data analysis showed that the indicators of study habit have a significant correlation to the students’ academic achievement of Biology Department. The correlation coefficient values of st...

International Journal of Statistics and Applied Mathematics, 2017

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.

A good analysis of the success factors in the university entrance exam, which is an important step for academic careers of students, is believed to help them manage this process. Properties such as self-regulation and learning approaches adopted by students undoubtedly influence their academic achievement as well as their success in university entrance exams. However, it is not exactly known how the direct and indirect relations between these variables are, and which variable has more effect on success. This research aims to determine the extent to which university entrance exam score as dependant variable; and academic achievement, deep, surface and strategic learning approaches, four sub-dimensions of self-regulatory learning skills scale as independent variables to predict university entrance exam score directly and indirectly; to this end, a path model was developed. Within the scope of the research, the data obtained from 445 students in the 4 th class of the state-affiliated high schools in the 2016-2017 academic year were used. As a result of the research, the most important factor affecting the success of university entrance exam was found to be diploma grade; while diploma grades raise by using deep learning approaches, they fall by using surface learning approaches. It was detected that the use of the strategic learning approach reduces university entrance exam scores.