Cumulative Grade Point Average Research Articles

The Impact of Smartphones on the Academic Performance of University Students

Smartphones have become an important medium of connection and information. It is frequently used for social and academic purposes. This study examines the intricate relationship between smartphone usage patterns and academic performance among university students. Data was collected from 300 participants with the help of a Google survey form. Descriptive statistics, ANOVA (Analysis of Variance), factor analysis, and logistic regression were used for the analysis of data. The findings revealed that the majority of students spend 1-3 hours daily on their smartphones with social media emerging as the primary purpose for usage. Despite prevalent smart phone usages, students reported relatively high cumulative grade point averages (CGPAs), indicating positive academic achievement levels. However, the analysis also uncovered that smartphone usages, brings distractions while studying. Logistic regression analysis identified the significant predictors of CGPA, highlighting the importance of managing smartphone habits effectively. Multi-dimensional scaling (MDs) and factor analysis provided insights into the clustering of factors related to smartphone usage and academic performance. Overall, these findings underscore the need for targeted intervention to promote responsible smartphone usage habits and support academic success among university students.

Evaluating the factor structure, reliability and validity of the Copenhagen Burnout Inventory-Student Survey (CBI-SS) among faculty of arts students of Ekiti State University, Ado-Ekiti, Nigeria

The Copenhagen burnout inventory-student survey (CBI-SS) has shown promising psychometric properties in diverse student populations. This study aims to investigate the psychometric properties of the Nigerian version of the CBI-SS. This was a cross-sectional study of 635 students from Ekiti State University, Ado-Ekiti, Nigeria. Confirmatory factor analysis (CFA) was utilized to assess the CBI-SS validity. The reliability score of the CBI-SS was 0.957, ranging from 0.862 to 0.914 for the subscales. Correlation coefficients among the four CBI-SS factors ranged from 0.507 to 0.713. The CFA indicated an adequate goodness-of-fit for the four-factor model of the CBI-SS with the sample data. However, Item 10 was removed due to unacceptably low Average Variance Extracted score. The four factors demonstrated a negative correlation with both General Academic Self-Efficacy Scale and Cumulative Grade Point Average. Furthermore, both self-reported burnout and perceived course stress showed associations with the CBI-SS, where lower levels of burnout corresponded with lower median scores on the CBI-SS scales. This study underscores the significance of the CBI-SS in evaluating student burnout within our student population. The findings indicate that the CBI-SS is a highly reliable and valid instrument for assessing student burnout, suggesting its potential for effective utilization in the Nigerian academic context.

ENHANCED APPROACH FOR CHANGE OF COURSE OF STUDY USING FUZZY LOGIC

In tertiary institutions of Nigeria, students are admitted through the Unified Tertiary Matriculation Examination (UTME) to study courses of their choice. However, most students often perform poorly. Thus, the need to change their programme of study becomes a necessity or risk being withdrawn from the university. The student for a change of programme is required to present a cumulative grade point average (CGPA), which informs the student’s status and commonly used criteria to determine the student’s qualification for a change of programme of study. The students are allowed to choose or advised which programme to choose based on their perceived strength. This is not scientific and have proven ineffective since may be based on biased perception. Thus, most of these students still perform poorly in the new programme of study and may end up being withdrawn. In order to minimize subjectivity and handle uncertainty in such a decision process, this paper proposed a fuzzy logic approach for the change of programme of study by considering the student’s Senior Secondary School Certificate Examination (SSCE) result(s), UTME scores, and grades obtained in the various examined and related courses. The CGPA initiates the entire process. The simulation was done in MATLAB, inputs were supplied and the recommendation is generated. The strength values of each input is calibrated from, as from which the system recommends other faculties, Computer Science, Statistics, Physics and mathematics respectively. The system enhances the chance that a student may perform in their newly proposed programme.

The personality traits with depression and suicidal ideation among Thai medical students: a university-based multiregional study

BackgroundThe prevalence of depression in medical students was greater than in the general population. Knowing of predictive factors for depression among medical students is useful. The objectives of this study included the assessment of personality traits as well as the association between the personality traits and the presence of symptoms of depression, and suicidal ideation among medical students covering several regions of Thailand.MethodsFrom April to July 2023, a cross-section study was conducted. The participants included first to sixth-year medical students studying at three Faculties of Medicine in Thailand; Prince of Songkla University; Ramathibodi Hospital, Mahidol University; and Chiang Mai University. Using the online process, the questionnaires were composed of three sections; demographic data; the International Personality Item Pool-NEO (IPIP-NEO), Thai version; and the Patient Health Questionnaire-9 (PHQ-9), Thai version. Demographics, personality traits, depression, and suicidal ideation were analyzed using descriptive statistics. The results were presented as frequency, mean, and standard deviation (SD) or median and interquartile range (IQR). The association between independent variables and the presence of depression was identified using binary logistic regression analysis, and the association with suicidal ideation was identified using ordinal logistic regression analysis.ResultsThe 868 medical students participated in this study. Most of them were female (63.5%), Buddhist (82.0%), and first-year medical students (31.8%). The mean age (SD) was 20.8 (2.2) years, and the mean cumulative Grade Point Average (SD) was 3.5 (0.4). They reported the median (IQR) score of PHQ-9 as 6.0 (3.0–9.0), 238 participants (27.4%) presented with depression, and 138 (15.9%) participants reported suicidal ideation. According to the IPIP-NEO, participants with depression or suicidal ideation had higher Neuroticism scores and lower Extraversion, Agreeableness, and Conscientiousness scores compared to those without such issues. An increase in the Neuroticism score was linked to higher odds of depression, while an increase in the Conscientiousness score was associated with lower odds of depression. Suicidal ideation significantly increased with higher Neuroticism scores and the presence of a psychiatric illness.ConclusionsMore than a quarter of Thai medical students reported depression. A higher Neuroticism and lower Extraversion, Agreeableness, and Conscientiousness scores related to depression. Therefore, medical schools may benefit from knowing medical students’ personality traits, to identify coping mechanisms and predict those at a higher risk of developing depression in the future.

ASSOCIATION BETWEEN SLEEP QUALITY AND ACADEMIC PERFORMANCE AMONG PRIVATE UNIVERSITY STUDENTS DURING COVID-19 ENDEMIC IN CYBERJAYA, MALAYSIA

Introduction: Malaysia was struck by the Covid-19 pandemicin 2020 which left a significant impact on the population. Since then, the aftereffects especially poor sleep quality are still affecting us. Thus, this study aims to assess the sleep quality of students at the University of Cyberjaya (UOC) post-COVID-19 pandemic and its relation to students' academic performance. This study aimed to assess any association between students' sociodemographic factors and sleep quality. This is a cross-sectional study where a convenience sampling technique was used. Methods:The study population consisted of 350 students comprised of those aged 18 years and above, and currently a student at the University of Cyberjaya while those that were diagnosed with health issues were excluded. A validated self-rated questionnaire, the Pittsburgh Sleep Quality Index (PSQI) was used to assess students' sleep quality. A global PSQI score holds a diagnostic sensitivity of 89.6% and a specificity of 86.5% to differentiate good and poor sleepers. Sociodemographic background questions of students' and respective semester cumulative grade point average (CGPA) were self-reported. Results:Our results revealed that 83.4% (292) of the students had poor sleep quality while 16.6% (58) had good sleep quality. However, there is no meaningful association between sociodemographic factors, sleep quality, and academic performance. Although, those with good academic performance had better sleep quality than those who achieved excellent grades. Conclusion:most UOC students reported poor sleep quality, but interestingly this does not affect their academic performance.

Cultural moderation in sports impact: exploring sports-induced effects on educational progress, cognitive focus, and social development in Chinese higher education

BackgroundThis research examines the nuanced challenges confronting Chinese university students within the dynamic milieu of Chinese education. The study comprehensively investigates factors encompassing educational progress, social development, cognitive focus, and Psychological Well-being (PWB), specifically emphasizing the role of sports participation.MethodsTo scrutinize the moderation-mediation nexus between cultural context and social development, a distribution of 500 questionnaires was administered to Chinese university students, yielding 413 responses, corresponding to an 82.6% response rate. Methodologically, this study employed moderation and mediation analyses, incorporating statistical techniques such as a principal component matrix, factor analysis, and hierarchical regression.FindingsProminent findings underscore the significant impact of age on educational progress, shaping the trajectory of academic advancement. Cumulative Grade Point Average (CGPA) emerges as a promising metric, establishing a link between academic performance and educational progress. Active involvement in sports and physical activities (PSPA) positively affects academic performance and study habits. Participation in sports teams and clubs (ISTC) enriches social development by nurturing interpersonal relationships, teamwork, and leadership skills. Sports activities (ESA) correlate with enhanced cognitive focus and improved psychological well-being. Significantly, the findings unveil a nuanced association between Perceived Social Development Through Sports (PSDTS) and educational progress.ConclusionsCultural Context (CC) moderates PSDTS, Sport-induced Cognitive Focus (SICF), and PWB, influencing educational progress. This study emphasizes the need for enhanced support systems—academic guidance, awareness, sports programs, and cultural competence training—to advance student well-being and academic achievement in China, fostering an empowering educational environment for societal progress.

Assessing the impact of Ordinary Level Grades on the Cumulative Grade Point Average of First Year University Students (A Factorial Design Approach)

The purpose of this work is to model the Cumulative Grade Point Average (CGPA) of first year engineering students of a private university in southwestern Nigeria using the Ordinary level (O’ level) grades in mathematics, physics, and chemistry as factors. The choice of the three subjects was due to the fact that virtually all the courses taken in first year by engineering students require a solid background in these three subjects. Duplicate samples were randomly selected from a population stratified into all possible factor levels The O’ level grades were converted to scaled variables (as typically done in factorial design) and used as the model matrix of six levels of a three-factorial design. Three orthogonal statistical models were fitted namely; first order, interaction and response surface models using the Ordinary Least Squares (OLS) Estimators. The model of best fit was identified and used to obtain the combination of ordinary level grades that maximized and minimized first year CGPA. The results showed that the three models were statistically significant with each having p-value < 0.001. Response Surface Model provided a better fit in terms of the R^2=47.0% and the RMSE =0.320. The combination of grades that maximizes and minimizes first year CGPA were A1 in all the three subjects and A2 in mathematics, C6 in physics and chemistry, respectively. The results of this work suggested that a large percentage of extraneous factors is affecting the CGPA of first year engineering students in this university due to the relatively small values of the coefficient of determination returned by the three models

Impact of high-stakes exams, incentives, and preparation on student performance: Insights from the pharmacy curriculum outcomes assessment

IntroductionEfforts to ensure success of pharmacy students in passing pharmacy standardized exams require substantial investments. Engaging students effectively can be a challenge when there are no consequences for non-participation or poor performance. This study examined how engagement reinforcement, including high-stake exam requirements, instructional strategies, and incentives, impacted student performance on the Pharmacy Curriculum Outcomes Assessment (PCOA). MethodsPCOA scores, milestone exams, grade point averages (GPAs), and PCOA preparedness assessments for cohorts (Co) that received high-stakes exams, incentives, and preparation (Co2019, Co2020, and Co2021) was compared with those that did not receive these interventions (Co2017 and Co2018). Students' perceptions regarding reinforcement, incentive, and preparedness were evaluated using an anonymous survey. ResultsAnalyzing data from 545 students over five years, mandated PCOA preparedness, high-stakes PCOA requirements, and incentives for Co2019, Co2020, and Co2021 improved scores by 11% to 18% compared to Co2017 and Co2018. This corresponded to a rise in performance from the 12th to 27th percentile for Co2017 and Co2018 to the 39th to 49th percentile for Co2019, Co2020, and Co2021. In these later cohorts, PCOA scores consistently correlated with the school's milestone exams and students' cumulative GPAs (correlation coefficients 0.47–0.70, P < .001), while no such correlation was observed in Co2017 and Co2018. Faculty-led PCOA preparation yielded better results (48.2% in Co2020, 45.8% in Co2021) than self-learning (42% in Co2019). Students using faculty-prepared assessments reported increased confidence in biomedical and pharmaceutical sciences. ConclusionsThis study highlights the importance of high-stakes requirements, incentives, and thorough preparation in improving PCOA results.

Exam evaluation in prosthodontics across preclinical and clinical years from students' perspective: A cross-sectional study.

The purpose of this study was to explore the students' perceptions and performance in prosthodontics theory exam. A cross-sectional descriptive study was conducted on 560 (80.82%) students of different levels (third, fourth and fifth years) to explore their opinions and performance with regard to a number of issues on a prosthodontics theory exam (exam evaluation, exam preparation, exam material, exam timing). Demographic data were also collected. Descriptive statistics were generated and Chi-square test, independent sample t-test, ANOVA test and Pearson's correlation coefficient were used to examine the associations between different variables. The significance level was set at p < .05. Students' responses regarding exam evaluation was influenced by their gender, study level, high-school Grade Point Average (GPA) and undergraduate cumulative GPA. Perceived exam difficulty was significantly affected by gender (p = .03) and study level (p < .001), and negatively correlated to both high-school GPA (p < .001) and university GPA (p = .03). The vast majority (88.2%) depended on lecture hand-outs and lecture notes for study. Exam material and preparation were not significantly affected by any of the demographic variables with most respondents (76.8%) thinking that the lectures blended with prosthodontics laboratories/clinics would improve their understanding of the exam material. The suggested best time to conduct the exam was early afternoon (31.6%). Student performance was significantly affected by the study level (p < .001) and cumulative GPA (p < .001) with significant positive correlation between the high-school GPA and the mark in the exam (r = .29, p < .001) and by the amount of time students spent for exam preparation (p < .001). Those students who reported using textbooks to prepare for the exam got significantly higher marks (66.1 ± 8.7) compared to the students who did not (62.8 ± 9.7) (p = .03). Course level, GPA and gender were identified as the most influential factors in different aspects of exam evaluation and students' performance. Regular study and use of textbooks were demonstrated to improve academic performance. Additional orientation and guidance relating to the exam (especially for third year students) would be welcomed, as would alternate teaching methods such as small group discussions or study groups.

The Resilience of University Youth While Undergoing Digital Learning During the COVID-19 Pandemic

&lt;p style="text-align:justify"&gt;The outbreak of COVID-19 has affected the educational sector globally. One of the impacts of this outbreak is observed in the implementation of digital learning, which involves problems such as poor internet connection and a lack of information technology facilities. However, university youth could be seen as resilient if they could keep up with good academic performance despite going through various challenges of digital learning. Thus, this research would like to explore the resilience of university youth while undergoing the challenges of digital learning during the COVID-19 pandemic. This research adopted a qualitative approach, and data were collected through semi-structured interviews. Purposive sampling was used, where five respondents among the University Malaysia Terengganu (UMT) youth with a cumulative grade point average (CGPA) of 3.50 and above were selected in this research. The research found that the challenges faced by the majority of the respondents during digital learning were the non-conducive learning environment and the poor internet connection. In addition, findings also found two protective factors that helped the respondents be resilient, identified as the internal factor (i.e., self-concept and cultural sensitivity) and the external factor (i.e., parents' support and positive peer relationships). The research findings showed that the university youth also need support and help from various parties alongside their own efforts in academics in order to face any kinds of risky situations and grow as resilient youth.&lt;/p&gt;

Cannabis Use and Academic Performance in College Students: The Role of Procrastination

Objective: The current study investigated procrastination as a potential moderator of the association between cannabis use and college grade point average (GPA). Participants: 220 college students (ages 18-24; 71.8% female) in the Northwestern U.S. who were registered for classes in Fall 2021. Methods: Demographic questions, substance use history, the Beck Anxiety Inventory, the Center for Epidemiologic Studies Depression scale, and a Procrastination scale were completed via an online survey. Official term and cumulative GPA records were also collected. Results: A regression model indicated that procrastination moderated the association between lifetime cannabis use and cumulative college GPA, whereas this moderation was not present when examining the relationship between past month cannabis use and term GPA. Conclusion: The current study identifies a putatively modifiable factor that may be related to academic performance for students who use cannabis. These results may help inform future interventions designed to help students using cannabis succeed academically.

Assessment of clinical competence of graduating medical students and associated factors in Ethiopia

BackgroundEthiopia has scaled up medical education to improve access to healthcare which presented challenges to maintaining training quality. We conducted a study to assess the clinical competence of graduating medical students and the associated factors.Methods and materialsA pretest assessment of a quasi-experimental study was conducted in 10 medical schools with a sample size of 240 students. We randomly selected 24 students per school. Clinical competence was assessed in a 12-station objective structured clinical examination. The clinical learning environment (CLE), simulation training, and practice exposure were self-rated. Mean scores for clinical competence, and satisfaction in the CLE and simulation training were calculated. Proportions of students with practice exposure, and who agreed on CLE and simulation items were done. Independent t-tests were used to look at competence differences among subgroups. Bivariate and multiple linear regression models were fitted for the outcome variable: competence score. A 95% statistical confidence interval and p-value < 0.05 were used for making statistical decisions. A 75% cut-off score was used to compare competence scores.ResultsGraduating medical students had a mean competence score of 72%. Low scores were reported in performing manual vacuum aspiration (62%), lumbar puncture (64%), and managing childbirth (66%). Female students (73%) had a significantly higher competence score than males (70%). Higher cumulative grade point average (CGPA), positive appraisal of the CLE, and conducting more clinical procedures were associated with greater competence scores. Nearly half of the students were not satisfied with the clinical practice particularly due to the large student number and issues affecting the performance assessment. About two-thirds of the students were not satisfied with the sufficiency of models and equipment, and the quality of feedback during simulation training. Nearly one-third of the students never performed lumbar puncture, manual vacuum aspiration, and venipuncture.ConclusionsMedical students had suboptimal clinical competence. A better clinical learning environment, higher cumulative GPA, and more practice exposure are associated with higher scores. There is a need to improve student clinical practice and simulation training. Strengthening school accreditation and graduates’ licensing examinations is also a way forward.

Prevalence of Irritable Bowel Syndrome (IBS) Among Students of Majmmah University, Saudi Arabia: Comparison Between Medical and Non-Medical Students

Background and Aims: Irritable Bowel Syndrome (IBS) is a functional gastrointestinal disorder that manifests as a chronic episode of abdominal pain accompanied by altered bowel habits. It is one of the most frequent illnesses of GIT. Medical students are more susceptible to IBS. The objectives of this study were to determine the prevalence of IBS among medical and non-medical students at Majmaah University, Saudi Arabia, to assess the association between IBS and lifestyle, and to determine the effect of IBS on the academic performance of the students. Methods: A cross-sectional study to study the prevalence of IBS was conducted. Two hundred and seventy-nine students from two medical colleges and two non-medical colleges were enrolled in the study. Data were obtained through an online questionnaire. Rome IV criteria and perceived stress scale were applied to diagnose IBS, stress, and anxiety. Results: The prevalence of IBS was found to be 17.2%. The prevalence of IBS among medical and nonmedical students was 34.4% and 13% respectively. Time to reach the university, Cumulative Grade Point Average (CGPA), physical exercise, stress, and anxiety were found to be significantly associated with IBS. Conclusions: Irritable Bowel Syndrome is more prevalent among students of Majmaah University. IBS is more prevalent among medical students and students in the College of Medicine have the highest prevalence of IBS. IBS is associated with the time to reach the university, gender, CGPA, exercise, stress, and anxiety.

Predictors of First-Time NCLEX-RN Pass Rate in Accelerated Bachelor of Science in Nursing Students.

An accelerated Bachelor of Science in Nursing (ABSN) program was introduced in an effort to reduce the nursing shortage in response to the growing health demands. Nursing educators strive to examine factors that promote students' success in passing the National Council Licensure Examination for Registered Nurses (NCLEX-RN) on their first attempt. However, little is known about which factors predict the NCLEX-RN first-time pass rate of ABSN students. This descriptive retrospective study examined academic and nonacademic indicators (e.g., age) that can predict ABSN students' NCLEX-RN first-time pass rates between 2008 and 2019. A total of 591 ABSN students were included in the study. Both GRE (Graduate Record Examination) verbal reasoning scores (p < .001) and cumulative grade point averages (p < .001) were significant predictors. The findings of this study can help inform ABSN programs in terms of admission criteria and curriculum consideration for including standardized tests to improve ABSN students' NCLEX-RN first-time pass rate. [J Nurs Educ. 2024;63(1):10-16.].

Pathophysiology and pharmacology course grades and prediction of success in a graduate nurse practitioner program.

During a program review, faculty identified that nurse practitioner (NP) students who received a C grade in Advanced Pathophysiology (Patho) and Advanced Pharmacology (Pharm) appeared to perform poorly in the later NP management courses and on other program outcomes. The research aimed to determine whether grades in graduate Patho and Pharm courses could predict performance in NP management courses, program progression and completion, and certification pass rates. This research included deidentified student data from 2016 to 2018 across seven NP specialty tracks ( n = 4,575). Nonparametric and parametric tests were used in the analysis. A significant correlation ( p < .001) existed between Patho and Pharm grades. Lower grades in these two courses were significantly related to each other and to lower management course grades. Logistic regression showed that graduate pathophysiology grades significantly predicted certification examination performance, with lower grades associated with lower certification examination performance. Graduate pharmacology grades, pathophysiology grades, composite management course grades, and admission grade point average (GPA) significantly predicted final cumulative GPA, with lower grades associated with lower performance for all variables. Results of this research support the hypothesis that grades of C in Patho or Pharm courses significantly predict C performance in the management NP courses and lower certification success rates. The project model can be used in future research. Study findings can be helpful to NP faculty when considering curriculum decisions.

Using a Modified Quality Control Charts on Academic Grades of Tertiary Institutions Students

Quality of products or services has different meaning by different Authors. Quality of academic processes in Nigeria is measured mainly by the standard set by regulatory bodies of Educational Institutions. There are a number of factors that affects quality assurance and students’ academic performance in Nigeria. This study is on the application of statistical quality control techniques on the academic performance of students. The study was aimed to investigate the performance of both National Diploma (ND) and Higher National Diploma (HND) students of the Waziri Umaru Federal Polytechnic (WUFP) Birnin Kebbi, Nigeria, using a modified version of the Shewhart’s quality control charts. Nine (9) departments from a total of 32 departments of the institution were selected. A total of 720 student’s records of Cumulative Grade Point Averages (CGPAs) were studied. Twenty student’s records each were selected per session and per programme. The results showed that the overall performance of students of the Institution is within the average standard expected of each graduand of the Polytechnic as provided by the regulatory body, the National Board for Technical Education (NBTE).

Perception and Attitude of Undergraduate Medical Students and Lecturers towards the Problem-Based Learning of Universiti Kebangsaan Malaysia Medical Curriculum: An Inter-University Study

Problem-based learning (PBL) is a student-centred approach by using clinical scenario to achieve the learning objectives. This study aimed to determine the perception and attitude of Universiti Kebangsaan Malaysia (UKM) and Maldives National University (MNU) undergraduate medical students and lecturers towards PBL in UKM curriculum. A cross-sectional study was conducted by using online self-administered questionnaires based on a five-point Likert scale. The questionnaires were validated with Cronbach’s alpha of 0.907 and 0.703 for students and lecturers respectively. A total of 179 UKM and 61 MNU students, and 67 UKM lecturers and 8 MNU lecturers were recruited in the study. 86.69% and 69.87% of students had positive scores in perception and attitude assessment respectively. However, no significant differences were observed in median and mean scores for perception and attitude between gender, university, year of study, and cumulative grade point average (CGPA) of the respondents. For lecturers, 63.62% and 85.83% had positive scores for perception and attitude respectively. The attitude score among MNU lecturers was significantly higher than UKM lecturers. In conclusion, both students and lecturers showed positive perceptions and attitudes towards PBL of the UKM curriculum which gave benefits and contribution in enhancing knowledge, learning and soft skills.

Prediksi Tingkat Kelulusan Menggunakan K-Means Pada Program Studi Informatika Unismuh Makassar

Predicting timely graduation brings numerous benefits not only to students but also to the university itself. Creating a graduation prediction model assists students and academic advisors in fostering a positive environment that encourages on-time graduation by developing a predictive model for graduation rates using the K-means data mining method in the Informatics study program at Universitas Muhammadiyah Makassar. This method is used to cluster students based on attributes such as total credits taken, semester Grade Point Average (GPA), and overall Cumulative Grade Point Average (CGPA). The clustering aims to identify patterns and characteristics of student graduation. Data from several semesters is collected and preprocessed, including data normalization and transformation. The research steps involve data preprocessing, cluster labeling, distance calculation to cluster centers, and result analysis. The analysis shows that the K-means method can generate student clusters with varying graduation rate patterns. The formed clusters can be interpreted as groups of students with potential for timely graduation or groups needing more attention to achieve on-time graduation. Empirical validation is performed by comparing K-means prediction results with actual graduation data. Accuracy measurement involves calculating the percentage of similarity between predictions and actual data. Empirical validation results demonstrate the accuracy level, which can serve as a benchmark for assessing the performance of this prediction model. This study aims to provide deeper insights into factors influencing student graduation and potentially support decision-making at the academic level. Keywords: Graduation Prediction, Data Mining, K-Means, Analysis, Clustering, Empirical Validation.

Factors Influencing Academic Achievement Among College Students: The Influence of Emotional Intelligence, Student Engagement and Demographics

&lt;p style="text-align: justify;"&gt;The issues of poor academic outcomes, dismissal, high attrition, and dropout rates among college students have long concerned for many educators and college communities. Several scholars have posited that these problems can be addressed through the development of emotional intelligence and increased student engagement. Considering these problems, the present study aimed to assess the efficacy of emotional intelligence and student engagement in improving academic performance. The sample of the study consisted of 119 undergraduate students selected using the convenience sampling technique. Self-report Emotional Intelligence Test and Student Engagement Scale were adopted to measure emotional intelligence and student engagement respectively. Cumulative Grade Point Average (CGPA) served as a measurement of academic achievement in the present study. Results from regression analyses revealed that certain components of emotional intelligence and academic engagement demonstrated a significant prediction effect on academic performance. From demographics, students’ programs of study showed a significant relationship with academic achievement. The present findings may provide directions for the college communities in fostering student engagement and emotional intelligence, thereby improving academic achievement of their students. The study also discusses limitations and future research directions.&lt;/p&gt;

THE FLEXIBILITY IN A HYBRID LEARNING ENVIRONMENT AFTER COVID-19: A CONCEPT PAPER

The pandemic coronavirus disease (COVID-19) has altered the landscape of the education system in every country. As academic institutions throughout the world face the global health issue, there is a need to investigate various instructional approaches such as online, hybrid, and blended learning methods and the impact of these approaches on students’ academic performance. This concept paper aims to investigate the flexibility of hybrid learning environments on student academic performance in Malaysian higher education institutions. Hybrid learning environments, which combine traditional in-person classes with online learning components, have become increasingly popular in Malaysia due to their potential to enhance student learning outcomes and accessibility, especially in their Cumulative Grade Point Average (CGPA). The paper will review relevant literature on the concept of flexibility in hybrid learning environments on student academic performance. This will include a discussion of the benefits and challenges of flexibility, as well as best practices for supporting student success in hybrid learning environments. This paper will conclude with a discussion of the study's findings for Malaysian higher education institutions and recommendations for optimizing student success in hybrid learning environments. These recommendations may include providing support and resources to enhance student motivation and engagement, promoting clear communication and collaboration between instructors and students, and ensuring access to necessary technology and infrastructure for online learning. By examining the interplay between flexibility and academic performance, this study contributes to the ongoing discourse on hybrid learning effectiveness, aiding educators, and policymakers in refining strategies for optimizing student outcomes.