Grade Point Average Of Students Research Articles

The influence of student interaction on GPA in social networks

The kinetic theory is utilized to study the impact of student interaction on the grade point average (GPA) in social networks. The interactions between students can not only be through offline means but also social networks. To analyze the evolution of the student's GPA on social networks, we set up a joint GPA-connectivity density function and two Boltzmann models, which consider the general connectivity distribution of individuals and describe the structure of social networks statistically. In the model, we use the standard Heaviside function to divide the GPA into two parts, corresponding to the students’ different learning attitudes. In addition, the number of contacts for each student is assumed to determine the probability of their learning attitudes being transmitted and successfully influencing another student. We investigate the evolution of the overall students’ average GPA through the kinetic models and find the conditions for the reversal of GPA. Finally, numerical simulations reveal how social networks affect the students’ GPA.

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.

Urban mobility and learning: analyzing the influence of commuting time on students' GPA at Politecnico di Milano

ABSTRACT Despite its crucial role in students' daily lives, commuting time remains an underexplored dimension in higher education research. To address this gap, this study focuses on challenges that students face in urban environments and investigates the impact of commuting time on the Grade Point Average (GPA) of first-year bachelor students of Politecnico di Milano, Italy. This research employs an innovative two-step methodology. In the initial phase, machine learning algorithms trained on privacy-preserving GPS data from anonymous users are used to construct accessibility maps to the university and to obtain an estimate of students' commuting times. In the subsequent phase, authors utilize polynomial linear mixed-effects models and investigate the factors influencing students' GPA, with a particular emphasis on commuting time. Notably, this investigation incorporates causal inference analyses from the observational studies domain, which enable to establish the effect of commuting time on academic outcome. The findings underscore the significant impact of travel time on students' performance and may support policies and implications aiming at improving students' educational experience in metropolitan areas. The study's innovation lies both in its exploration of a relatively uncharted factor and the novel methodologies applied in both phases.

The Effect of Organizational Activity on Grade Point Average (GPA) in Medical Faculty of Indonesian Muslim University

Competencies in medical education have been determined by the Indonesian Doctor Competency Standards (SKDI). One way that SKDI can be done is through academic learning processes (intracurricular) and student activities or organizational activities (extracurricular). However, many opinions state that extracurricular activities such as being active in organizations can have a negative impact on student achievement. This research aims to determine the relationship between organizational activity and the Grade Point Average of students at the Academic Stage of the Faculty of Medicine, Indonesian Muslim University class of 2020. This research design uses descriptive analytics with a cross-sectional approach. The sampling technique in this research used purposive sampling with 156 respondents. The data analysis used is the chi-square statistical test to determine the significance of the relationship between the independent variable and the dependent variable. To assess student organizational activity, a questionnaire is used as a tool which consists of 13 question indicators and then categorized as active and inactive students. Meanwhile, students' grade point averages will be categorized into satisfactory and unsatisfactory based on the set number limits. The research results showed that 149 samples (95.5%) were classified as active in participating in organizations and 144 samples (92.3%) had a GPA that was classified as satisfactory. Based on the research results, it was found that there was no significant relationship between organizational activity and the GPA of students at the academic stage of the class of 2020, Faculty of Medicine, Indonesian Muslim University, where the p-value = 0.503 (>0.05) with a weak correlation coefficient. Researchers recommend conducting further research on organizational activity variables, particularly on the effect between position or number of organizations joined and GPA, as well as the role of each organization in supporting the academics of its members.

Grade Point Average: The Relationship with Results of Entrance Assessment, Learning Motivation, Achievement Motivation, and Perception of Teacher Leadership

The purpose of this study is to determine the relationship between the Grade Point Average (GPA) of graduates of social majors of National Technical University «Kharkiv Polytechnic Institute» (Ukraine) with results of the entrance assessment, learning motivation (educational and cognitive, professional motives and motives for creative self-realization), achievement motivation, perception of teacher leadership. The research was conducted during 2018-2020, calculations were made for a total of 502 respondents with using the correlation and regression analysis. Results of the study demonstrate a significant correlation between the level of academic success and the level of educational and cognitive motivation of graduates (r=0,644, р<0,01). A less strong connection was found between GPA of graduates and results of the entrance examination (r= 0,502, р<0,01). The weakest, albeit statistically significant, relationship is between GPA variables and students’ perception of teacher leadership (r=0.160, p<0.01), as well as between GPA and motives for creative self-realization (r=0,139, р<0,01). The article also carried out a correlation analysis for groups of students by level of education, form of study, majors and gender of respondents. Obtained results are discussed from the point of view of improving the procedure for selecting applicants for admission to the University and improving the educational process.

Exploring Distinctions Between Library Users and Nonusers in a Public Research University

This study examines data from a survey conducted at a U.S. public research university, focusing on students’ behaviors and attitudes toward the library, both physical and online. The analysis categorizes student users and nonusers based on demographics such as full-time enrollment, first-generation status, college, and grade point average (GPA). Results indicate that first-generation students were most likely to never use the online library. Low GPA respondents visited the physical library most frequently, whereas high GPA students were more inclined to use e-resources. The discussion section includes suggestions for improving services and resources to support student success.

Prediction of Grade Point Average (GPA) for Students at Informatics and Computer Engineering Education – Universitas Negeri Jakarta during Online Learning Using Naive Bayes Algorithm

The transition of learning models from face-to-face to online learning has had several impacts on student learning, reflected in their academic achievements. This study aims to determine the performance of the algorithm model using data mining classification techniques in predicting the Semester Grade Point Average (GPA) of Informatics and Computer Engineering Education students, at Universitas Negeri Jakarta during online learning. The prediction employed the Naive Bayes algorithm and the dataset obtained by collecting questionnaires from 2020 and 2021 batches. The total data obtained is 155 records with 13 (thirteen) attributes in the form of 1 (one) ID attribute including NIM, 11 (eleven) regular attributes including gender, college entrance, smartphone facilities, network conditions, preferred online applications, interest in learning, learning attitudes, learning creativity, parental support, study groups, and other activities outside of lectures during online learning, and 1 (one) the label attribute namely the Semester Grade Point Average for students in 3rd and 5th semester. The evaluation of this research involved the confusion matrix and the ROC (Receiver Operating Characteristic) curve. Confusion matrix resulted in an accuracy of 75%, precision of 28.33%, and recall of 26.43%. The ROC curve resulted in an AUC value of 0.679, indicating the category of poor classification. This study also applied the SMOTE data balancing technique, leading to a confusion matrix evaluation with 88.46% accuracy, 57.43% precision, and 52.14% recall. Furthermore, the ROC curve resulted in an AUC value of 0.809 which is categorized as a Good classification.

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

The Influence of Graduates' Competence from Universitas Darussalam Gontor on the Relevance Level between Fields of Study and Employment

The success of higher education institutions is often measured by their competitiveness and the quality of their graduates in the job market. The concept of competitiveness, particularly in terms of educational relevance, is a fundamental consideration outlined in Law No. 12 related to higher education. One of the mechanisms for assessing this educational relevance involves conducting tracer studies among graduates. The objective of this research is to examine the individual (partial) and combined (simultaneous) effects of Grade Point Average (GPA) and Academic Supporting Credit for Students (AKPAM) on the alignment between graduates' fields of study and their subsequent employment. This study focuses on alumni from Darussalam Gontor University in the year 2019. The research is conducted through a survey-based approach, and the data collected through tracer study questionnaires. The findings indicate that while GPA exhibits an insignificant influence on the degree of alignment between fields of study and employment, AKPAM significantly affects this alignment. Moreover, when considered together, both GPA and AKPAM exert a significant influence on the alignment between graduates' fields of study and their employment choices

Student-Company Assignment: Simulation Approach

Student-Company Assignment is defined as a multi-criteria problem involving the allocation of students to companies according to various criteria. Universities offering workplace experience courses in their undergraduate programs send their students to companies. During this assignment process, allocating suitable students to suitable companies can be a challenging task, as company demands are limited, and certain companies are more preference after by many students. This study proposes a simulation approach to solve the problem. In the first stage of the study, various criteria for students and companies were identified. These criteria include the total number of students, the total number of companies, student preferences, company demands for students, language skills of students, academic grade point averages of students, subject-specific skills of students, language skills demand of companies, and subject-specific skills demand of companies. In the second stage of the study, student-company matching is performed considering these criteria. The SIMIO program was used to model and simulate this process. The contribution of this study to the literature can be summarized as a simulation approach to the student-company assignment problem. The proposed approach was applied to a university offering workplace experience and the results showed an improvement in terms of performance parameters compared to the existing situation.

Effects of a Summer Bridge Program on Student Grade Point Average and Retention

Both society- and individual-level factors serve to make persistence through one's university career more difficult, especially for students with disadvantaged financial and academic backgrounds. Using a rich dataset of students at a rural, 4-year university in Pennsylvania, we compare GPA and persistence outcomes of two groups of students in academic and financial need: those that participated in a summer bridge (SB) program and those with similar high school backgrounds that did not. Multivariate logistic regression and survival analysis are used to test for any statistical associations between SB participation and persistence while controlling for student demographic, high school background, and home area factors. Results suggest that while SB students come into college at a significant economic and academic disadvantage, they have 60% higher odds of persisting to the second semester and 71% higher odds of persisting to the second year than students in the non-SB comparison group ( p < 0.01).

Simple Additive Weight in Placement of Community Service Program Student Locations

Community Service Program is a mandatory activity for student to implement the Tree Pillars of Higher Education as well as being a creative and innovative space for students to cannel knowledge and knowledge to find a solution for problems faced by the village community. It is hoped that the placement of the location of the community service program students will be right on target and not be a polemic for Community Service Program students who feel infair with the distribution of locations. The selection of Community Service Program locations for students in this case study uses the Simple Additive Weight (SAW) Algorithm by reviewing several student criteria, such a students having babies, student health conditions, wheather the student is pregnant or not, students have a vehicle or not, where students live, Grade Point Average (GPA) of students, organizational participation, taking courses, field experience practice, as well as the criteria for the location of the Community Service Program is the location of the Community Service Program, illiteracy, population density, and village area. The results of ranking using SAW, , the results obtained for student 1 with a value of 5.866667 are suggested to occupy Village 1 with a value of 2.833333, Student 2 with a value of 7.133333 occupies Village 2 with a ranking value of 2.916667, and Student 3 with a value of 7.2 occupies Village 3 with a value of 3.75.

The Relationship between Reading Attitude and Student Grade Point Average

Reading is crucial for individuals to achieve optimal functioning, as it facilitates the development of cognitive processes such as critical thinking and decision-making, which foster the ability to conceptualize and solve problems. This research study is significant to conduct because there is a dier need for a scholarly inquiry more focused on establishing the relationship between students’ attitudes toward reading and their academic performance while considering the influence of study skills across all levels of education. The main aim of the study was to examin the relation between the reading attitudes of students and their academic acheivment by gainning higher grades in the class. Thus, the main research question the study was; What is the relationship between reading attitude and students’ grade point average? The main research tool used in thse study was quantitative research method. The study was conducted in King Saud University for Health and Sciences (KSUHS) in Riyadh Saudi Arabia. Random sampling technique was used to select the sample. Sample size of the study was 146 students enrolled in first-year at KSUHS. The Pearson correlation value of E1, E2, E3, G1, E10, E13, E16, E21, G25, E1, E2, E22, E12, E7, E8, E14 lie between +1 and -1 which showed that variables have a significant relationship with each other. The hypothesis test values were (t=4.797, p<.01) which supported the hypothesis that a positive reading attitude contributes to higher grade point averages in the classroom due to which H1 was accepted. Correlation among the variables showed that grade point average is significantly correlated with Reading attitudes toward the English language.

Investigating the Relationship Between the Thesis Score and Grade Point Average of Master of Science Graduates of Rehabilitation Faculty From 2008 to 2019

Background and Objectives: Choosing a thesis subject is one of the critical concerns of master’s students because a student’s graduation depends on defending the thesis. The main research question was whether students with a lower grade point average (GPA) also require a lower score and spend more time and vice versa whether students with a higher GPA perform better for the thesis or not. Methods: In this cross-sectional study, all master’s graduates of the Faculty of Rehabilitation Sciences between 2008 and 2019 who had been recorded in a computer system were enrolled. Using the stratified sampling method, at least one sample was assigned to each stratum (field year), and the sample size was calculated to be 128 people. The data were analyzed by SPSS software, version 19 via correlation and regression analysis with a chi-square test. Results: In this study, the correlation coefficient between the duration of the study and thesis score was significant and obtained as -0.289 (P=0.001), while the correlation coefficient between the duration of the study and the student’s GPA was only significant (P=0.047) and equal to -0.176. The estimated Pearson correlation coefficient between the thesis score and GPA for all graduates was r=0.352 (r=0.338 for men and r=0.284 for women). Conclusion: Although the GPA of female students was better, the statistical analysis indicated that the student gender was not an effective factor in getting a thesis score. Considering the constancy of academic courses across all groups, the correlation between the duration of the study and the thesis score was negative. It seems that most students spend more time at university due to the delay in defending the thesis.

Poor Sleep Quality Linked to Lower Academic Performance in Dental Students: A Cross-Sectional Study

Introduction: Sleep is essential for both physical and mental health. Studies have shown that sleep problems are prevalent among university students. The purpose of this study was to investigate the association between sleep quality and academic performance among dental students at a Malaysian university. Methods: All dental students of the university were invited to participate in this cross-sectional study, which used a self-administered Pittsburgh Sleep Quality Index (PSQI) scale and the psychological health domain of the Lifestyle and Habits Questionnaire- Brief. The academic performance was determined by their Grade Point Average (GPA). Descriptive statistics, independent t-tests, Pearson’s Chi square test for independence, and ANCOVA tests were used to analyse the data. Results: A total of 341 students (233 females and 108 males) participated in the study, with 36.7% reporting poor sleep quality (PSQI > 5). There was a significant difference in academic performance between students with good and poor sleep quality. Controlling for gender and psychological health, poor sleep quality was associated with lower GPA in both preclinical (adjusted mean GPA: 2.84 for poor sleepers, 3.28 for good sleepers, P < 0.001) and clinical year students (adjusted mean GPA: 2.99 for poor sleepers, 3.13 for good sleepers, P = 0.003). Conclusion: Dental students with poor sleep quality performed worse academically than students with good sleep quality after controlling for gender and psychological health. This finding was consistent in both the preclinical and clinical phase groups.

The Effect of Sleep Quality and Mental Health on Academic Performance Among the Medical Students of King Abdulaziz University.

Sleep quality has an important role in brain functioning and development. Affected sleep quality and mental health can negatively affect the academic performance of college students. To assess the effect of sleep quality and mental health on the academic performance of medical students at King Abdulaziz University, Jeddah, Saudi Arabia. We conducted a cross-sectional study among medical students at King Abdulaziz University. The dependent variable was the current grade point average (GPA). For the independent variables, two validated tools were used in the study: the Pittsburgh Sleep Quality Index (PSQI) for sleep assessment; and theDepression, Anxiety and Stress Scale (DASS-21) for mental health assessment. A total of 382 responses were analyzed. The majority of students (86.6%) had GPAs greater than 3.75/5, while only 1% of the sample had a GPA lower than 2.75/5. The PSQI showed a median and interquartile range of (9, 6-11). Normal DASS-21 represented the majority as follows: depression at 67%, anxiety at 63.1%, and stress at 82.2%. In the statistical analyses, sleep quality, depression, anxiety, and stress were not statistically significant with the student's GPA. Low levels of sleep quality were found among medical students in our study. While sleep quality and mental health status did not show an effect on the GPA of the medical students, lower sleep quality was significantly correlated with increased scores of depression, anxiety, and stress. Our findings mandate interventions directed at improving sleep quality among medical students.

T-Test Analysis of Learning Achievement of Bilingual Students and Regular Students

Purpose of the study: The purpose of this study was to investigate differences in learning achievement between bilingual students and regular students.
 Methodology: This research methodology uses a quantitative approach with the type of Ex-Postfacto research. Data collection techniques were carried out through documents and interviews. The collected data were then analyzed using conditional tests, such as the normality test and homogeneity test, as well as hypothesis testing with the T test.
 Main Findings: The findings of this study are that the average Grade Point Average (GPA) of bilingual students is 3.50, with a minimum GPA of 3.36 and a maximum GPA of 3.75. While the average GPA of regular students is 3.41, with a minimum GPA of 3.28 and a maximum GPA of 3.65. Based on the results of the t test calculation, with a 90% confidence level, a significance value (sig) of 0.005 is obtained with a calculated t value of 2.954 which is greater than t table of 1.675. The alternative hypothesis (Ha) is accepted, indicating that there is a significant difference between the GPA of bilingual students and regular students.
 Novelty/Originality of this study: The novelty of this research lies in the research contribution to the understanding of differences in learning achievement between bilingual students and regular students. These findings can provide new insights in the context of education and show the importance of bilingualism in achieving academic achievement.

The Reading Challenges, Strategies, and Habits of University Students With a History of Reading Difficulties and Their Relations to Academic Achievement

Given the increase in students with learning disabilities entering university, we investigated a broader group—students with a history of reading difficulties (HRD)—who are known to be at risk of academic struggles. We identified the self-reported reading challenges and strategies of university students with HRD (n = 49) and those with no history of reading difficulties (NRD; n = 88) and examined group differences and relations with first-year grade point average (GPA). Students with HRD reported more difficulties with perceived reading comprehension, concentration, and reading speed than students with NRD. Groups differed in use of reading strategies: Students with HRD were descriptively more likely to reduce reading volume by using alternative materials and chose to read based on text length and availability of alternative materials. For both groups, reading completion and concentration strategies were positively related to GPA, while perceived difficulty with reading comprehension and choosing to read based on interest were negatively related to GPA. Some strategies were negatively associated with GPA for students with NRD, but not for students with HRD. Findings revealed the challenges that students with HRD experience with reading in university and identified strategies, potentially adaptive or maladaptive, that they used to manage their academic reading load.

Diffrences in Student’s Grade Point Average (GPA) Based on SBMPTN of UTBC and UTBK and External Motivation in Choosing PMIPA Majors of Tadulako University

This study aims to describe the differences in student's GPAs at the Mathematics and Natural Science Education (PMIPA) Department of Tadulako University who enter through the Joint Selection to Enter State Universities (SBMPTN) pathway with the Print-Based Written Test (UTBC) in 2018 and Computer-Based Writing Examination (UTBK) systems in 2019, describe the relationship of external motivation of students in choosing majors with GPA based on the SBMPTN (UTBC and UTBK) pathway. The samples used were all students at the PMIPA Study Program of Tadulako University who entered through the UTBC SBMPTN pathway in 2018 as many as 134 students and 130 students of UTBK 2019. There is an insignificant difference in the students' GPA through the UTBC and UTBK SBMPTN pathway. The students of UTBK have a higher GPA in the second semester than the students of UTBC, with the average GPA of UTBC students is 3.407, and the average GPA of UTBK students is 3.525. There is no relationship between students' external motivation in choosing a major against students' GPA at the PMIPA department of Tadulako University, but factors of interest and self-will influence it.

The Interplay of Academic Hardiness, Passion for Studies and Affective Experiences in Undergraduates’ Happiness and GPA Scores: a Person-Oriented Approach

AbstractThe purpose of the study was to investigate undergraduates’ profiles, taking into account personality traits (academic hardiness and test anxiety), motivational factors (passion for studies) and affective experiences (positive and negative affect). The study explored differences in outcomes such as happiness and grade point average (GPA) scores among student profiles. The sample comprised of 293 undergraduates, studying in a social science department. Participants completed the following scales: (a) Revised Academic Hardiness Scale (RAHS), (b) Test Anxiety Inventory (TAI), (c) Passion scale, (d) Positive and Negative Affect scale (PANAS), (e) Oxford Happiness Questionnaire (OHQ). Academic achievement was measured using students’ GPA. Results from hierarchical cluster analysis (which was used for clustering undergraduates into homogenous groups) revealed three profiles: (a) hardy, passionate and non-anxious undergraduates, emotionally positive, (b) anxious-committed, mid-passionate undergraduates, experiencing low positive and mid-negative affect and (c) low hardy, unpassionate and mid-anxious undergraduates, experiencing both positive and negative affect. These profiles were differentially related to student happiness and GPA scores. Hardy, passionate and non-anxious with positive affect undergraduates reported the highest GPA and happiness scores. Results of the study are discussed, practical implications, limitations and future research directions are presented.