Unpacking the Root Causes of Moderate Performance of Undergraduate Taxation Courses: A Detailed Examination

Interaction with school teachers usually reveals that the academic performance of some students goes down year by year in a much unexpected manner. A cursory look at examination results at secondary school level in the State of Haryana lays bare the whole scenario of low-achieving in various examinations. The school teachers claim starting the academic sessions with zeal and furore to bring reasonable enhancement in the academic performance of students but, to their dismay, end up with hoards of low-achievers in almost every classDiscussion with Stake-holdersThe investigators had prolonged discussions on the dismal situation with all stake-holders in a random manner to understand the causes behind low-achieving of students as well as low self-efficacy and to find out ways and means of correcting the situation. From our discussions with school-teachers officials of examination board, students in the low-achiever category, and parents of low-achievers, it came out that such students face neglect in the teaching process and they are generally not encouraged to take active part in learning process. Some teachers even opined that such students are not capable to bring enhancement in their academic performance and are dubbed as duffers. The students too came out with bizarre excuses of finding no time for studies at home, not getting good books and no problem solving by teachers.ConsequenceThe investigators were not satisfied with the outcome of discussions held with the stake-holders and thought to find out ways and means to enhance the academic performance and self-efficacy of lowachievers. Various methods of instruction were discussed to improve study habits of low-achievers and finally, the investigators decided to explore the possibilities of improving academic performance and self-efficacy of low-achievers through the use of better study habits in co-operative classroom setting. It was decided to include in the study only those students who got second division third division or failed in their previous school examination or board examination. The first divisioners were excluded from the study.Definition of termsAcademic Performance: Academic performance is the level of knowledge gained or skills developed in school subjects represented by examination scores of students. Such performance is measured by objective type achievement test developed by class teachers under supervision of the investigators.Self-efficacy: Bandura (1977) first coined the term 'self-efficacy' precisely to point out 'a person's specific beliefs about his ability to perform certain actions or bring about intended outcomes. Selfefficacy forms part of the self-concept but it concerns one's expectations about personal competence in relation to a behavioural domain i.e. one's capability to delineate a specific activity without attrition. Bandura (1982) demonstrates that a persons self-efficacy determines how much effort he is willing to expand and how long he will continue his efforts in the face of adverse experiences. According to him, self-efficacy mechanism in human agency emanates from various sources viz. (i) enactive information; (ii) vicarious experiences; (iii) verbal persuasion, and (iv) physiological symbols. It means that a person can evaluate his self-efficacy from direct experiences; from seeing others perform; from social persuasion about his capability to achieve specific goal; and from his own arousal system. The verbal and non-verbal behaviour of significant others, especially teachers and role models, can make a learner feel aroused. Self-efficacy or one's belief about one's ability to perform specific actions also includes the subjective component of volition.Students Team Achievement Division (STAD: This is a most significant method of cooperative learning which means cooperating to learn and learning to cooperate. Slavin (1980) devised this method in which four-or-five member learning teams are formed consisting of high and low achievers without any differentiation of racial or gender groups so that one team represents the contiguity of the whole class. …

BackgroundAcademic achievement is essential for all students seeking a successful career. Studying habits and routines is crucial in achieving such an ultimate goal.ObjectivesThis study investigates the association between study habits, personal factors, and academic achievement, aiming to identify factors that distinguish academically successful medical students.MethodsA cross-sectional study was conducted at the College of Medicine, King Saud University, Riyadh, Saudi Arabia. The participants consisted of 1st through 5th-year medical students, with a sample size of 336. The research team collected study data using an electronic questionnaire containing three sections: socio-demographic data, personal characteristics, and study habits.ResultsThe study results indicated a statistically significant association between self-fulfillment as a motivation toward studying and academic achievement (p = 0.04). The results also showed a statistically significant correlation between recalling recently memorized information and academic achievement (p = 0.05). Furthermore, a statistically significant association between preferring the information to be presented in a graphical form rather than a written one and academic achievement was also found (p = 0.03). Students who were satisfied with their academic performance had 1.6 times greater chances of having a high-grade point average (OR = 1.6, p = 0.08).ConclusionThe results of this study support the available literature, indicating a correlation between study habits and high academic performance. Further multicenter studies are warranted to differentiate between high-achieving students and their peers using qualitative, semi-structured interviews. Educating the students about healthy study habits and enhancing their learning skills would also be of value.

Aims: The purpose of this study is to identify the factors associated with the academic performance of Grade 10 students during their First Quarter of school as well as the significant correlation between the factors and student academic performance in Mathematics. Study Design: Descriptive Correlation Design. Place and Duration of Study: The study was conducted at Agusan National High School in Cagayan de Or City's East 1 District during the school year: 2022 – 2023. Methodology: The respondents were Two hundred thirty-one (231) students in Grade 10 at Agusan National High School in Cagayan de Oro City's East 1 District. This study used a researcher-made questionnaire that underwent validity and reliability testing and the academic performance of the students. Results: The results showed that students agree with routines related to mastering Mathematics at a high level. Furthermore, there is no correlation between student study habits and Mathematics performance in terms of self-confidence, but there is a substantial positive association between the student's study habits and performance in terms of attitude. The study habits and learning techniques used by students were found to be important determinants of how well they performed in Mathematics. The researcher strongly suggested using the enhancement plan in teaching Mathematics to Junior High school students. Conclusion: Students have a very positive attitude toward their study habits when learning Mathematics. Students felt that studying and learning Mathematics was essential. Students' success and academic growth depend heavily on their Mathematics performance.it is essential for pupils to master and comprehend its concepts. Students' study habits in terms of attitudes have an impact on how they learn Mathematics.

Introduction. The article examines the influence of various factors on the academic performance of university students. The purpose of the article is to identify the degree of influence of various factors on first-year university students’ academic performance taking into account their gender. The study is based on students’ self-assessment. Materials and Methods. The methodological basis of the research was the articles of Russian and foreign scholars devoted to the factors affecting the academic performance of university students (A. Alhadabi, H. W. Brink, Y. García, H. G. Hidajat, E. V. Krekhovets, F. Moradi, N. S. Nurieva, A. O. Ryazhkin, V. N. Shlyapnikov, D. R. Valeeva, S. D. Vaulin, S. V. Yaroshevskaya, I. Živčić-Bećirević and etc.). The empirical study was carried out at Tyumen State University. The sample consisted of 232 first-year students of various fields of study, including 101 males and 131 females. Results. The analysis of the scholarly literature on the research problem enabled the authors to identify the factors that influence the academic performance of university students and propose a classification of these factors. Based on students’ self-assessment, the degree of influence of each of the selected factors on their academic performance was determined. Significant differences in the assessment of the influence of a few factors on academic performance related to the students’ gender were revealed. According to the self-assessment of students, the competence of academic staff has the strongest influence on their academic performance. Within the framework of the proposed classification of factors, the most important for students was a group of factors related to their personal characteristics. Factors related to randomness and academic fraud were ranked among the least important. Intrinsic motivation as a factor influencing academic performance turned out to be more important than extrinsic positive and extrinsic negative motivation. Conclusions. The experimental data show that women, to a greater extent than men, associate their academic performance with external factors (teachers’ competence, learning environment, study facilities), or with their innate personality traits (intellectual abilities, memory characteristics and attention, emotional balance). For men, a more significant factor in academic performance is relying on their own strengths and expectations of success from their efforts. At the same time, their academic performance is more determined by the social environment at the university.

Protocol for a Systematic Review: Targeted School‐Based Interventions for Improving Reading and Mathematics for Students With or At‐Risk of Academic Difficulties in Grade 7 to 12: A Systematic Review

Introduction: Study habits is one important factor which influences the academic performance of students. The learning strategies of high achievers are likely to be more effective. The study was aimed to analyse the study habits among undergraduate medical students and compare the study habits of high, average and low achieving undergraduate medical students. Application of effective learning strategies may be helpful in achieving better academic outcomes. Materials and Methods: The study was conducted as a cross sectional, observational study with 118 Final year MBBS students as study participants using Dennis Congos Study Skills Inventory Questionnaire consisting of 51 study habits questions classified according to domains of Text Book reading, Notes taking, Memory, Test Preparation, Concentration, Time management. Results: The percentage of students scoring above the cut off levels in each domain were: Memory: 61/118 (51.69%), Concentration: 67/118 (56.77%), Notes taking: 7/118 (5.93%), Time management: 17/118 (14.40%), Test preparation: 31/118 (26.27%), Text book reading: 35/118 (29.66%). The only Study habit that showed significant difference across the high, medium and low achievers was: Ability to pay attention in the class (p: 0.006). Conclusion: Though the students are talented and fare better in Memory and Concentration skills, there is glaring lack of attitudinal skills like Notes taking, Time management, Test preparation and Textbook reading skills. Paying attention in the class seems to be one most important distinguishing learning strategy determining the academic performance. Teaching– Learning methodologies need to be made more interesting so as to actively engage the attention of low achievers also.

Purpose: This study intended to investigate the relationship between self-esteem and study habits on the academic performance of students in universities.
 Methodology: The study adopted a desktop methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library.
 Findings: The findings of the study revealed the existence of a contextual and methodological gap relating to self- esteem and study habits on the academic performance of university students. Preliminary empirical review found that self-esteem does not account for low or high academic performance, as most students reported enjoying a good level of self-esteem, regardless of their grades. However, the same is not true of study habits, which are tied to academic performance as shown by our results and prior research. Hence better performance is expected of students if their study techniques are to improve.
 Unique Contribution to Theory, Practice and Policy: The Social Learning and Cognitive Evaluation theories may be used to anchor future studies on self-esteem and study habits on the academic performance of university students. In terms of self-esteem, improvement thereof is not an urgent matter as nearly all students claim a good level of self-esteem, hence it would be appropriate to consider other variables for future research.

Purpose: This study investigated the relationship between street hawking, study habits and academic performance of Upper Basic School Students in Federal Capital Territory, Abuja, Nigeria. Methodology: The research design adopted for the study was descriptive survey design. A total of 43,922 Upper Basic School Students comprises the population. Krejcie and Morgan (1970), was used in drawing the sample of 240 students. A Self-structured questionnaire was used to collect data from the respondents. The data collected was subjected to statistical analysis based on the six null hypotheses. A multiple correlation regression, an analysis of variance, t- test and Pearson correlation coefficient was used in analysing the hypotheses. Findings: The findings from the study showed that, there is no significant relationship between street hawking, study habits and academic performance of students in Federal Capital Territory, Nigeria, it further shows that there is no significant relationship between street hawking and study habits and that upper basic school students do not differ significantly in their study habit on the basis of gender. The results further revealed that there is no significant relationship between street hawking and academic performance of students in Upper Basic Schools, and that Students differ significantly in their academic performance based on different hawking time. It was further discovered that upper basic school Students do not differ significantly in their academic performance because of those engaged in street hawking and students who do not. Unique Contribution to Theory, Policy and Practice: It was recommended that parents should allow their ward hawk only after school and hours of hawking should be limited and as well monitored. The results of this have significantly address the long-standing view that students who are engaged in street hawking tent to perform poorly, academically. The non-relation obtained in this study has further revealed the need to look at other environmental factors that may likely influence academic performance of school children street hawkers. Further study may still be needed to reconcile the differences in performances in performances between students engaged in street hawking and those who do not.

The global emphasis on addressing gender disparities in education has highlighted the importance of equitable academic achievement for policymakers, scholars, and the public. The Sustainable Development Goals (SDGs) have incorporated gender equity, emphasising the ongoing challenge of ensuring equal access to quality education worldwide. In Cambodia, traditionally a male-dominated society, a notable shift has been observed: female students are now surpassing their male counterparts in school enrolment and academic performance. This reversal has sparked significant public interest, prompting this research to investigate the underlying reasons for gender disparities in academic success. The study aims to identify the factors influencing students’ academic achievements overall and to explore the specific factors contributing to the unequal academic success between male and female students. To achieve these objectives, the study employed a mixed-method approach, adopting a convergent parallel mixed-methods design. This involved the simultaneous collection and comparison of qualitative and quantitative data to identify notable patterns. In the qualitative strand, interviews were conducted with school directors and teachers, and focus group discussions (FGDs) were held with students. The quantitative strand involved surveys administered to students, teachers and school directors at the sampled schools. The qualitative data were analysed using thematic coding, deriving themes from both the literature review and emergent patterns during the coding process. Quantitative data were analysed using descriptive statistics. Additionally, a validation workshop held in October 2023, involving 36 teachers and 20 school principals and deputy principals, provided a platform to present preliminary findings, solicit feedback, and validate the results and policy recommendations. The study revealed the multi-faceted factors shaping students’ academic achievements from the perspectives of the participants. Individual student attributes, such as effective study habits, academic dedication, and regular attendance, emerged as crucial determinants of academic performance. However, these individual factors were intricately linked with familial, peer, and societal influences. Notably, students with poor study habits and disciplinary issues often came from socioeconomically disadvantaged backgrounds where parental oversight was minimal, granting children greater autonomy and freedom. Financial constraints and limited emotional support within low-income households contributed to absenteeism and a lack of commitment among students, while household responsibilities impeded their academic engagement, resulting in subpar performance. Furthermore, inadequacies in instructional delivery and extra-curricular support within school settings exacerbated these challenges. Some teachers, constrained by time, prioritised content delivery over practical exercises, necessitating supplementary private tuition—a financial burden for economically marginalised families. Additionally, the lack of strict enforcement of disciplinary measures enabled tardiness and absenteeism among students, compounded by educators’ dual commitments to private tutoring. The promotion of underperforming students to subsequent grade levels exacerbated the academic attainment gap, as students lacking foundational knowledge struggled with their lessons. Peer influence and technological distractions also significantly affected student learning. In exploring the superior academic performance of female students relative to their male counterparts, similar patterns emerged. However, a key distinction is that male students’ behaviours were more easily influenced by family, peers, school, and societal expectations. For instance, some male students engaged in heavy economic activities, which exhausted them and hindered their learning. Boys were also more likely to engage in social vices and spend substantial time on sports activities that were not part of school extra-curricular programs, leading to school tardiness and absenteeism. Based on these findings, the study suggests several policy recommendations to mitigate gender disparities in academic achievements. First, proactive involvement from parents, local authorities, and schools is imperative to counteract negative societal and peer influences, particularly affecting boys. Mitigating the availability and promotion of substances like alcohol and caffeinated beverages in close proximity to schools requires joint efforts among stakeholders. Second, while acknowledging the benefits of technology in education, schools must develop mechanisms to monitor and direct students’ technological engagement towards constructive learning and take measures to restrict non-educational usage. Third, expanding sports-related extra-curricular activities can diminish the likelihood of unsupervised activities that lead to unintended adverse outcomes. Initiatives to establish sports clubs, organise inter-school competitions and promote structured sports programs can harmonise academic and athletic endeavours, fostering holistic development. Fourth, ensuring consistent enforcement of discipline and heightened accountability within schools is important to keep students focused on their academic obligations and minimise dropout rates. This can be done by empowering school disciplinary committees and enhancing communication between schools and parents concerning attendance and conduct. Last, addressing financial constraints through need-based scholarships and support services is critical, especially for boys compelled to engage in labour to support their families. Providing access to tutoring and study groups for underperforming students can help bridge academic gaps and promote equitable educational outcomes. In conclusion, addressing the gender gap in academic performance requires a comprehensive approach that involves parents, educators, and policymakers. By implementing targeted policies and practices, Cambodia can continue to enhance educational outcomes for all students, ensuring that both boys and girls have equal opportunities to succeed academically.


 
 
 The National Examination (UN) is a crucial assessment tool in many educational systems worldwide, determining students' academic achievements and educational progress. This study aims to analyze the factors influencing students' success rates in the National Examination. Utilizing a qualitative approach and conducting a comprehensive review of existing literature through library research, this study investigates various factors that impact students' performance in the National Examination. The analysis includes factors such as socio-economic background, access to educational resources, teaching quality, study habits, and psychological factors like motivation and self-efficacy. The findings reveal that socio- economic status significantly influences students' preparation and performance in the National Examination. Moreover, access to educational resources and quality teaching positively correlate with students' success rates. Additionally, students' study habits, including time management, self-discipline, and effective learning strategies, play a vital role in determining their performance in the examination. Furthermore, psychological factors such as motivation, self-confidence, and perceived academic competence contribute significantly to students' success in the National Examination. By understanding these factors, educators and policymakers can develop targeted interventions and strategies to improve students' preparation and performance in the National Examination, thereby enhancing overall educational outcomes and promoting equity in education.
 
 

There are many cognitive and non-cognitive constructs that account for the academic performance of college students. A priori knowledge proposes that the ability to form an identity and awareness of oneself and the pattern of behavior adopted by a student in the pursuit of learning are significant vehicles in the educative process. Hence, this researcher conducted a cross-sectional descriptive study where he attempted to establish the relationship that exists between the levels of self-esteem, study habits and academic performance of college students. Results from the Rosenberg Self-Esteem Scale (1965), the Study Habits Questionnaire (2001) and their general point average (GPA) were manually organized and collated. The Pearson Product Moment correlation and the Fisher’s exact test of correlation were used to measure the relationship between the variables. There exists a weak positive relationship between self-esteem and study habits of the respondents. There is no significant relationship that exists between the levels of self-esteem and academic performance. There is no significant relationship that exists between the levels of study habits and academic performance. Ordinal Logistic regression revealed that none of the independent variables or the moderating variable significantly explains the variability in the academic performance of the respondents. Keywords - Self-esteem, study habits, academic performance of college students, crosssectional descriptive design, Bulacan State University, Philippines

It has been observed that majority of students do not have effective study habit skills that are proportional to their academic demands. In recent times, reports of large scale academic failures among Nigerian students have become a subject of concern for stakeholders. Although, a lot have been written on study habits and academic performance of students in many areas but the effects of study habits on academic performance of CRS students seems to be a neglected area. This study, therefore, attempts to isolate time allocation and management as a factor of study habits and examine its effects on the academic performance of CRS students in Federal College of Education, Zaria. The following hypothesis that “there is no significant difference in the opinions of CRS students on the effects of time allocation and management on academic performance in Federal College of Education, Zaria” guided the study. Primary and secondary data used in the study were collected through Study Habit Inventory and other relevant materials. The primary data were analyzed using tables and simple percentages while independent t-test was employed to test the hypothesis. The results revealed that majority of CRS students at NCE level in Federal College of Education, Zaria used poor time allocation and management which was likely to have affected their academic performance. It was therefore recommended, among others, that students should be counseled on the effective time allocation and management.

Background: Considering the spread of the COVID-19 pandemic and increasing the use of virtual education potentialities to continue the education path in universities, educationalists examine different dimensions that influence the process of promoting virtual education. Objectives: This study aimed to investigate the study habits of the students of Zahedan University of Medical Sciences (ZAUMS) during virtual education experience in terms of their gender, faculties, study field, grade point averages (GPAs), native/non-native, academic semester, duration, and interest in virtual education in 2021. Methods: It was a descriptive-analytical, cross-sectional study in which 221 male (43.93%) and 282 female students (56.07%) participated. The data were collected using a questionnaire and analyzed by SPSS 20 software. Results: The independent t-test showed no statistically significant difference in students’ study habits regarding gender (P = 0.151). The ANOVA results also confirmed that there were not any significant differences in students' study habits concerning their faculties (P = 0.411) and study field (P = 0.687). Furthermore, there were significant differences in the scores of participants' study habits regarding lower/higher academic semesters (P = 0.049), virtual education duration (P = 0.025), GPAs (P = 0.039). and interest in virtual education (P = 0.005). However, the independent t-test indicated no significant difference in study habits regarding being native or non-native (in this article, by being native, we mean the students who live and grow up in Zahedan, and by non-native, we mean all other students who have come from other cities around the country, Iran, to fulfill their studies at ZAUMS) (P = 0.61). Conclusions: Considering the importance of study habits on academic performance and, ultimately, the efficiency of students in the future, it is suggested to conduct training courses on practicing the correct study methods and habits to improve the status quo.

In recent years, various studies have been developed regarding academic performance related to self-esteem, cognitive commitment, motivation, among others. However, there is still a limitation in works that analyze to what extent study habits function as mediating factors of academic performance in students. This work aimed to determine to what extent study habits explain academic performance in university students in northern Peru.

In recent years, various studies have been developed regarding academic performance related to self-esteem, cognitive commitment, motivation, among others. However, there is still a limitation in works that analyze to what extent study habits function as mediating factors of academic performance in students. This work aimed to determine to what extent study habits explain academic performance in university students in northern Peru.