Cumulative Grade Point Average Research Articles

Magnitude of academic performance and its associated factors among health science students at Eastern Ethiopia University's 2022.

Academic performance is the extent to which a student, teacher, or institution has attained their short- or long-term educational goals and is measured either by continuous assessment or cumulative grade point average (CGPA). Good academic performance is defined as the students who scored a cumulative GPA of 3 and above. Even though few studies were done in Ethiopia, there was no clear evidence regarding the role of cognitive and learning issues such as academic competence, test competence, time management, strategic studying, and test anxiety on the academic performance of students. To assess the magnitude academic performance and its associated factors among health science students at Eastern Ethiopian universities. An institution based cross sectional study design was implemented on a total of 924 regular undergraduate students of eastern Ethiopian universities. Good academic performance was measured as the students who scored a cumulative GPA of three and above. The study participants were selected using simple random sampling techniques, and a self-administered questionnaire was used to collect data. The collected data was entered and analyzed using SPSS version 25 software. A P-value < 0.2 at bivariate to select variables for multivariable and < 0.05 at multivariable with 95% CI was considered statistical significance. A total of 924 participants were included, with a response rate of 98.7%. The overall magnitude of good academic performance among health science students at Eastern Ethiopia University's was 70.5%, with a 95% CI = 67%- 73%. Residence [AOR = 2.8, 95% CI = 1.9-3.93], not having a sexual partner [AOR = 2.47, 95% CI = 1.64-3.72], good test competence [AOR = 1.94, 95% CI = 1.4-2.6], good time management [AOR = 2.29, 95% CI = 1.86-3.15], and good strategic study [AOR = 1.81, 95% CI = 1.33-2.45] were significantly associated with good academic performance. Increased odds of good academic performance were observed among students with rural residence, sexual partner, good test competence, good time management, and strategic study. A collaborative and multidisciplinary approach is needed to enhance the academic performance of students.

Gender disparity in academic performance in higher education institutions: a case of Wollo University, Ethiopia

IntroductionGender disparity in academic achievement in developing countries is a pervasive issue that requires attention. Examining the gender gap provides empirical evidence for decision-makers. This study explored gender-based disparities in academic achievement in higher education institutions.MethodsWe employed an ex-post facto research design and analyzed the cumulative grade point average (CGPA) and national exit examination results of 1,323 students to attain the study objective. Data analysis was conducted using the Chi-square test, independent samples t-test, correlation, and simple linear regression tests.ResultsThe results revealed a statistically significant underrepresentation of female students in the top-achieving groups (χ2 (1) = 7.929, p &amp;lt; 0.05), whereas their proportion in the lower-achieving groups (χ2 (1) = 19.18, p &amp;lt; 0.05) was higher than expected. Additionally, a significantly more significant proportion of female students scored below the 50% minimum passing mark on the national exit examination (χ2 (1) = 23.857, p &amp;lt; 0.05). Furthermore, the analysis demonstrated that male students attained statistically and significantly higher marks on both their CGPA [t (1231) = 6.432, p &amp;lt; 0.001] and national exit examination [t (1231) =10.855, p &amp;lt; 0.001] at a 95% level of significance. The correlation test results revealed that students who performed well academically in their CGPA were more likely to score higher on the national exit examination [r (1323) =0.525, p &amp;lt; 0.01].DiscussionThe findings suggest that further research is necessary to explore the underlying factors contributing to the observed gender disparities in academic achievement at the tertiary level. Moreover, additional efforts have to be undertaken by concerned bodies to support and mentor female students at higher institutions.

Students’ performance in clinical class II composite restorations: a case study using analytic rubrics

BackgroundThe analytical rubric serves as a permanent reference for guidelines on clinical performance for undergraduate dental students. This study aims to assess the rubric system used to evaluate clinical class II composite restorations performed by undergraduate dental students and to explore the impact of gender on overall student performance across two academic years. Additionally, we investigated the relationship between cumulative grade point averages (CGPAs) and students’ clinical performance.MethodsAn analytical rubric for the assessment of clinical class II composite restoration in the academic years of 2022/2023 and 2023/2024 was used by two evaluators. These two evaluators were trained to use the rubric before doing the evaluations. The scores were based on a 4-point scale for the evaluation of five major parameters for pre-operative procedures (10 points), cavity preparation (20 points), restoration procedures (20 points), and time management (4 points). At the same time, chairside oral exam parameter was 15 points based on a 5-point scale. Descriptive statistics were calculated for the different analytical rubric parameters, and the independent t-test was used to compare the scores between the student groups and the evaluators. Other tests, such as the Kappa test and Pearson’s correlation coefficient, were used to measure the association among CGPA, evaluators, and gender participants.ResultsThe overall score out of 69 slightly increased for females/males (61.28/59.42) and (61.18/59.49) in the 2022/2023 and 2023/2024 academic years, respectively, but the differences were not statistically significant. In the 2022/2023 academic year, female students scored significantly higher than male students in pre-operative procedures, as evaluated by both evaluators (p = 0.001), and in time management, as assessed by both evaluators (p = 0.031). The Kappa test demonstrated a moderate to substantial level of agreement between the two evaluators in both academic years. Strong and significant correlations were noted between students’ CGPA and some tested parameters (p = 0.000).ConclusionThe overall performance was very good and high among both genders, but it was marginally higher among females than among males. This study found some differences in performance between male and female students and variability in the evaluations by the two raters ranging from moderate to substantial agreement and similar performances for students with different CGPA.

The Relationship Between a Campus Food Pantry and Academic Success at a Public University

Food insecurity (FI) is associated with lower academic performance in university students. This research aimed to describe the relationship between a campus food pantry and academic performance, describe the characteristics of student pantry shoppers (PSs), and develop a model to predict academic success. Researchers obtained student pantry swipes and university data (2021–2022 academic year) to generate a dataset for grade point average (GPA) (N = 23,896) and a subset of PS sociodemographic data (N = 852). Variables (cumulative or term GPA) differed based on models. Explanatory variables were biological sex, age, frequency of pantry shopping, classification, Pell Grant eligibility, college, athlete status, citizenship, residency, ethnicity/race, honors, and first-generation status. The analysis included the two-sample t-test, logistic and multiple regression, and the least absolute shrinkage and selection operator (LASSO). There was no difference (t(921.8) = 0.518, p = 0.60) in the cumulative GPA between PSs (M = 3.001 [0.808]) and non-pantry shoppers (NPSs) (M = 3.016 [0.874]). In the fall term, PSs (M = 3.018 [1.012] earned a higher GPA (t(581.69) = −2.235, p = 0.03) than NPSs (M = 2.919 [1.123]). Pantry shoppers achieved academic success despite exhibiting risk factors for FI, including first-generation status, being of the female sex, and financial need. Targeted multicomponent campus programs are needed to provide food assistance to students at risk for FI.

Test anxiety and coping strategies among university students an exploratory study in the UAE

Test anxiety is a widespread problem among university students, with negative consequences for their social, physical, and academic well-being. Therefore, students may engage in activities that might alleviate anxiety symptoms, including taking medication. The study aimed to identify factors affecting test anxiety among medical and non-medical students during examination period and their coping approaches. A cross-sectional study was conducted using a survey to collect data. The westside test anxiety scale was used to measure the students’ anxiety levels. Univariate and post hoc analyses were used. The number of participants was 925 from 14 colleges, and 82.9% of them were female. The results indicated that the test anxiety was moderately high. Young students, females, junior students, and students with low cumulative grade point averages (cGPAs) has statistically significant high test levels with p-values 0.042, 0.01, < 0.001, and < 0.001, respectively. Most students used multi methods to cope with anxiety. The most common non-pharmacological coping approaches are praying (59.5%), drink caffeine and/or energy beverages (49.6%). Only a few students (6.6%) used medications to cope with test anxiety, with only 2.2% using propranolol. The study concluded the test anxiety was a common among university students and an action should be taken to reduce the anxiety level. The priority of support programs should target females, young students, and those with low cGPA. In addition, there is a need to raise awareness among students to reduce caffeine and energy drinks consumption, maintain enough and quality sleep during this period and avoid using medication without expert advice.

Quantitative Study About the Impact of Internet on Students Academic Performance in UAF

The rapid proliferation of internet access among university students has significantly influenced their academic behaviors. This study examines the impact of internet usage on the academic performance of students at the University of Agriculture Faisalabad (UAF). Utilizing a simple random sampling technique, data were collected from 140 students through a structured questionnaire. The analysis, conducted using SPSS, revealed that 53.6% of the respondents were male and 46.4% were female, with the majority spending an average of 3 hours daily on internet activities. A substantial proportion of students (70.9%) acknowledged that excessive internet use, particularly for non-academic purposes, has a detrimental effect on their cumulative grade point average (CGPA). Meanwhile, 22.1% remained neutral, and 10% disagreed with this assertion. These findings underscore the need for balanced internet usage among students to enhance academic outcomes.

Using Supervised and Unsupervised Machine Learning Models to Analyze Students Academic Performance

Examination result repositories generated by most universities can serve as machine learning datasets for training various models to gain insights from the data. These datasets can train multiple linear regression models to determine a student's cumulative grade point average (CGPA), or the score that a student will get in specific courses. Additionally, classification-based supervised machine learning models can use these datasets to provide insights into the class result that a student will obtain. These insights can be invaluable for academic advising and early intervention. Moreover, these datasets can train clustering-based unsupervised machine learning models, such as the K-means clustering model, to understand how student results are grouped into various clusters. This information can be crucial for planning and evaluating the quality of the university. This paper uses the dataset of undergraduate students' examination results from the Department of Computer Science at the University of Nigeria, Nsukka, to train three supervised machine learning models and one unsupervised machine learning model, utilizing Jupyter Notebook as the Python IDE. The training results showed acceptable accuracies of 91.5% for the Naïve Bayes model and 95.1% for the Decision Tree model. The linear regression model demonstrated a negligible root mean square error of 8.23×10−18, while the K-means clustering model exhibited an acceptable Silhouette metric of 0.12.

Exploring Academic Identity, Degree Commitment, and Life Purpose in First-Time Full-Time College Students: A Six-Year Degree Attainment Study (2017–2023)

This study examined the role of academic identity, degree commitment, and sense of purpose, self-reported at the start of university, in students’ progress toward obtaining a degree over 6 years. First-time, full-time freshman students ( N = 421, response rate of 21.1%) at a public university in the southwestern United States, designated as a Hispanic Serving Institution and an Asian American and Native American Pacific Islander Serving Institution, completed self-reported measures in Fall 2017. Their degree attainment, retention, and grade point average (GPA) were tracked until Spring 2023. Findings showed that academic identity significantly predicted 4-year degree attainment and cumulative GPA in the first 3 years. Degree commitment significantly predicted degree attainment within 4 and 5 years, retention into the third through sixth years, and cumulative GPA in the first 3 years. Altruistic purpose significantly predicted second-year retention and cumulative GPA at the end of the first year. These findings highlight the need for programs that support college student retention and success by strengthening their academic identity, degree commitment, and sense of purpose, especially altruistic purpose.

Determinant of undergraduates’ academic performance: a case study at a public university in Seremban Campus

Achieving academic success is important for every student's well-being and ability to contribute meaningfully to the educational institution. College students who succeed academically are more likely to transition successfully into adulthood and achieve success in their professional and financial pursuits. Academic success significantly influences individuals' actions and their relationships with peers and family members. Thus, this research aims to identify the factors influencing the academic success of undergraduate students at UiTM Seremban 3. The analysis revealed that most students came from families with a monthly income averaging RM4850, predominantly from B40 households, accounting for 50.79% of the sample. Additionally, females constitute the predominant gender among the undergraduate population. Furthermore, the application of logistic regression showed a significant association (p-value=0.000) between family income, particularly within the B40 category, and academic achievement, as measured by the Cumulative Grade Point Average (CGPA). In summary, the respondents expressed a satisfactory level of overall satisfaction regarding the determinants of academic performance among undergraduates. The study successfully achieved its objectives, as demonstrated by the model's fitness and the significant factors influencing academic performance.

How well does the academic performance of Ethiopian anaesthetists predict their National Licensing Examination scores: a cross-sectional study

ObjectivesThis study assessed the relationship between academic performance and National Licensing Examination (NLE) scores of Ethiopian anaesthetists and proposed academic performance thresholds that predict failing the NLE.DesignA retrospective cross-sectional study.SettingAcademic...

Determinants of Academic Performance Among Undergraduate Students: A Case Study of University of Peshawar (Pakistan)

This study examines the factors influencing the academic performance of undergraduate students at the University of Peshawar. By employing a stratified random sampling method with 530 students, and utilizing Multiple Linear Regression, the research identifies several key predictors of cumulative grade point average (CGPA). The findings reveal that higher marks in the Secondary School Certificate (SSC) examinations are strongly associated with a higher CGPA, underscoring the significance of prior academic achievement. Additionally, a positive correlation is observed between parental education levels and students' academic performance, suggesting that parents with higher education levels contribute to a more supportive educational environment. Active parental support is also a significant predictor of higher CGPA, emphasizing the crucial role of encouragement and assistance from home. Furthermore, students who exhibit greater attention in class tend to achieve higher CGPA, highlighting the importance of classroom engagement. Other notable factors include HSSC marks, father's income, financial support for accommodation, effort in solving tutorial questions, the presence of a study space, and daily study time. These insights offer valuable guidance for educators and policymakers in developing targeted strategies to enhance student support systems and improve academic outcomes.

Application of Student-Centered Learning in Improving Teaching English as a Foreign Language Students’ 21st-Century Skills Performance

A student-centered learning (SCL) method has been applied to improve Teaching English as a Foreign Language (TEFL) students’ 21st-century skills at the English department of a university. Therefore, this study aimed to investigate the effect of SCL application on TEFL students’ 21st-century skills performance. To achieve this objective, a total of 220 questionnaires were distributed to TEFL students, and ten course designs were obtained from the department. Content analysis on course designs showed that hard skills were more prioritized than soft skills, while character slightly ebbed in learning design. Furthermore, SCL application through Group, Independent, and Online learning methods significantly increased TEFL students’ 21st-century skills. Hard and soft skills were most and slightly associated with cumulative grade point average (CGPA), respectively. These results showed that SCL should be properly applied to deliver course content and improve 21st-century skills performance.

An Examination of the Relationships between Pre-service Teachers’ Test Anxiety, Use of Social Networking Sites, and Cumulative Grade Point Average

This study aimed to determine situations or conditions that promote test anxiety, identify the frequent uses of social networking sites, and examine the relationship between social media use, test anxiety, and Cumulative Grade Point Average (CGPA). A test anxiety and social networking questionnaire which consisted of 49 items was administered to randomly selected pre-service teachers in a college of education at the end of the second-semester examination. A multi-stage sampling technique was employed to select 106 pre-service teachers. The data collected from the respondents was analyzed using Pearson’s Product Moment Correlation Co-efficient, mean, and frequency. In this study, it was found that taking an unannounced examination, feeling one should have done better than he/she did after an examination, waiting to see the results of an examination published, discussing with the tutor the answer one believed to be right, however, that was marked wrong and reading through the examination questions and feeling that one does not know any of the answers promote test anxiety among the pre-service teachers. The pre-service teachers used social networking sites predominantly to read news, get information regarding current social events, conduct research, share new ideas, relieve academic stress, share pictures, and view funny videos. It was found that there is a significant positive moderate correlation between test anxiety and the use of social networking sites among pre-service teachers. It was also found that, statistically, there was no relationship between test anxiety and CGPA, and CGPA and use of social networking sites.

Artificial intelligence to predict pre-clinical dental student academic performance based on pre-university results: A preliminary study.

Admission into dental school involves selecting applicants for successful completion of the course. This study aimed to predict the academic performance of Kulliyyah of Dentistry, International Islamic University Malaysia pre-clinical dental students based on admission results using artificial intelligence machine learning (ML) models, and Pearsoncorrelation coefficient (PCC). ML algorithms logistic regression (LR), decision tree (DT), random forest (RF), and support vector machine (SVM) models were applied. Academic performance prediction in pre-clinical years was made using three input parameters: age during admission, pre-university Cumulative Grade Point Average (CGPA), and total matriculation semester. PCC was deployed to identify the correlation between pre-university CGPA and dental school grades. The proposed models' classification accuracy ranged from 29% to 57%, ranked from highest to lowest as follows: RF, SVM, DT, and LR. Pre-university CGPA was shown to be predictive of dental students' academic performance; however, alone they did not yield optimal outcomes. RF was the most precise algorithm for predicting grades A, B, and C, followed by LR, DT, and SVM. In forecasting failure, LR predicted three grades with the highest recall, SVM predicted two grades, and DT predicted one. RF performance was insignificant. The findings demonstrated the application of ML algorithms and PCC to predict dental students' academic performance. However, it was limited by several factors. Each algorithm has unique performance qualities, and trade-offs between different performance metrics may be necessary. No definitive model stood out as the best algorithm for predicting student academic success in this study.

Competency assessment in pediatric dental practice: A study on recent dental graduates in integrated curriculum.

This study aimed to investigate the relationship between various independent variables, such as cumulative grade point average (CGPA), socio-economic backgrounds, anxiety levels, and the self-rated competency levels, across six domains outlined by the American Dental Education Association (ADEA) of recently graduating dental students during pediatric patient care. This cross-sectional study was conducted at the College of Dentistry, Jouf University, Saudi Arabia. It included 74 participants (37 final-year dental students and 37 dental interns). Multiple logistic regression was employed to analyze the association between various independent variables (including CGPA, grade point average [GPA] in didactic, practical, and clinical courses, socio-economic backgrounds, gender, and self-reported student anxiety) and self-rated ADEA competency in pediatric dental practice within general dentistry (p<0.05). Final-year dental students were 28.5 times more likely to be competent in professionalism (C2) than interns (adjusted odds ratio [AOR]=28.54, p=0.001). In professionalism (C2), males were 91% less likely to be competent than females (AOR=0.09, p=0.001). A high GPA in didactic courses increased the likelihood of competence in health promotion (C4) by 3.4 times compared with an average GPA (AOR=3.41, p=0.071). Regarding the establishment and maintenance of oral health (C6B), final-year dental students were 4.4 times more likely to be competent than interns (AOR=4.41, p=0.013). This study identified key factors affecting clinical competency during pediatric patient care among newly graduating dentists. It highlighted the influence of gender differences, academic performance (GPA), and anxiety levels among graduates as significant predictors.

Does the single tuition fee affect students' academic performance? Evidence from Indonesia

The rise in tuition fees has become a prominent issue in Indonesian education, especially as of 2024. It is still a concern whether the increase in UKT has a relationship with student achievement. This study aimed to determine the differences in student academic achievement based on the single tuition fee (UKT) category and the impact of UKT on student academic achievement. The sample in the study comprised 3643 samples of data on single tuition fees and student cumulative grade point averages from 2021 to 2023. Employing one sample test, ANOVA test, and linear regression analysis, the results showed that students across all UKT categories, from UKT 1 to UKT 6, surpassed the quality target standard GPA of 3.60 at UIN Raden Mas Said Surakarta. Second, the average GPA varied significantly across each category, indicating differing academic achievements among the UKT categories. Third, the UKT categories ranked from the highest to lowest score value are UKT Category 6, UKT Category 2, UKT Category 3, UKT Category 1, UKT Category 4, and UKT Category 5. Fourth, the study reveals that UKT does not impact the academic performance of students at UIN Raden Mas Said Surakarta, suggesting that other external factors not included in the study variables influence student academic achievement. Thus, increasing or decreasing UKT does not affect students’ academic achievement; instead, other external factors play a significant role in this.

Impact of Academic Stress on Motivation and Academic Achievement of Undergraduates

The current study analyzes the impact of academic stress on motivation and academic achievement of undergraduates. The nature of the study is quantitative and survey research design was used. Students of University of Sargodha were selected as the population for this research. The sample was taken from four faculties and seven departments through multistage convenient sampling technique. Data was collected from 565 undergraduate students by using two adaptive questionnaires. Students’ academic performance was measured through cumulative Grade Point Average (CGPA). Data was analyzed through SPSS version 22. The descriptive statistics (mean, media, mode, standard deviation and normality test) and inferential statistics (correlation, regression and t-test) were used for data analysis. The findings showed insignificant gender differences among academic stress, learning motivation, and the academic performance of the university students.

THE ROLE OF SCHOLARSHIPS ON LEARNING MOTIVATION

Scholarships in the field of education serve as financial assistance to help students pursue education according to their talents and interests. This research aims to explore the impact of scholarships on students' academic achievement through increased learning motivation. Using a qualitative method, we surveyed 25 scholarship recipients from five study programs. The results show that scholarships play a significant role in enhancing students' learning motivation, ultimately improving their Cumulative Grade Point Average (CGPA) each semester while receiving the scholarship. This financial support enables students to focus on their studies without the distraction of tuition fees. Additionally, scholarships are also seen as motivators for students to excel academically. However, being a scholarship recipient also brings mental burden due to societal perceptions associating scholarships with high academic ability.

The College Student Adaptive and Maladaptive Academic Behaviors Scale: Development, Reliability, and Validity

The purpose of this study was to validate a new measure of undergraduate college students’ responses to perceived academic difficulties, the College Student Adaptative and Maladaptive Academic Behaviors Scale (CSAMABS). Participants were undergraduate college students assessed at two timepoints ( N = 598). Exploratory and confirmatory factor analysis and associated modifications to items resulted in three subscales indicative of avoidance behaviors, active engagement, and academic support seeking, each with strong internal consistency and test–retest reliability. Avoidance behaviors were positively associated with both procrastination and cognitive behavioral avoidance. Students scoring lower on avoidance and higher on active engagement had higher cumulative grade point averages (GPAs) both at the end of the semester in which data were collected and at the end of the following semester. Support seeking was unassociated with GPA at either timepoint. The CSAMABS is a reliable and valid measure of responses to perceived academic difficulties specific to the postsecondary context.

Do Chinese Residential Colleges Narrow the Education Disparity Caused by Socioeconomic Status? A Comparison of Public and Private Universities Using Two Main Approaches to Assess Disparities in Access and Academic Attainment

Education is acknowledged as vital for a nation’s economic progress, yet socioeconomic status often dictates access to high quality education, endangering the achievement of the United Nations’ Sustainable Development Goal 4 (SDG 4), where equitable learning is paramount. Previous studies suggest that public residential colleges (RCs) can narrow the gap in achievement among students of varying socioeconomic status (SES). Nonetheless, they do not guarantee participants equal opportunity across all SES levels to attend RCs. Their effectiveness in private higher education institutions, particularly in China, remains underexplored. This study compares RCs in the public and private sectors to examine their role in promoting sustainable education in China. Employing the proportional stratified sampling technique, questionnaires were distributed among 615 RC students from both the public and private sectors. Through descriptive and multiple regression analyses, findings strongly indicate that RCs—whether in public or private universities—cannot guarantee equal access to RCs for learners from various SESs. Particularly, the enrolment disparity in the private sector is more pronounced. Despite these differences, RCs, regardless of institutional affiliation, contribute to narrowing academic discrepancies, as measured by Cumulative Grade Point Average (CGPA), among students from various SES backgrounds. This underscores the significance of RCs in reducing academic attainment disparities across different types of colleges. Consequently, while RCs prove to be effective in narrowing academic discrepancies, there is a pressing need to prioritize equal access to RCs for individuals from disadvantaged SES backgrounds. Addressing this challenge is crucial for tackling issues linked to sustainable education, and in this way, ensure the SDGs are actually achieved.