Grade Point Average Research Articles

General Self-efficacy and Other Predictors of Grade Point Average (GPA) in College Students of Kathmandu, Nepal

General self-efficacy refers to individuals' belief in their ability to manage their functioning and influence life events. It can be influenced by various factors such as personal achievements, observed experiences, encouragement, and emotional states. We aimed this study to examine the relationship between general self-efficacy and other demographic factors in predicting Grade Point Average (GPA) among college students. The power analysis indicated minimum of 385 data points for unknown population, however we followed the rules of thumb that more data equals better results. This cross-sectional survey involved 527 college students from the Kathmandu Valley, representing various age groups, genders, ethnicities, religious affiliations, marital statuses, residential locations, education levels, faculties, and years of study. We targeted only two colleges to collect the data; however, the online portal of data collection allowed students to provide the data from other institutions as well. Students were selected through opportunity sampling, and data were collected using the General Self-Efficacy Scale between September 8 and November 2, 2022. Our findings indicate no significant relationship between general self-efficacy and GPA. Ethnicity (Janajati), religion (Buddhists), education level (high school), faculty (management), and institution type (private) were identified as significant predictors of GPA, while gender, age, marital status, and residential location did not predict GPA. The study provides valuable insights into how demographic factors, rather than self-efficacy, influence academic performance, offering useful information for educational strategies aimed at improving student outcomes.

Associations between an open-response situational judgment test and performance on OSCEs and fieldwork: implications for admissions decisions and matriculant diversity in an occupational therapy program

BackgroundCasper, an online open-response situational judgement test that assesses social intelligence and professionalism [1], is used in admissions to health professions programs.MethodThis study (1) explored the incremental validity of Casper over grade point average (GPA) for predicting student performance on objective structured clinical examinations (OSCEs) and fieldwork placements within an occupational therapy program, (2) examined optimal weighting of Casper in GPA in admissions decisions using non-linear optimization and regression tree analysis to find the weights associated with the highest average competency scores, and (3) investigated whether Casper could be used to impact the diversity of a cohort selected for admission to the program.ResultsMultiple regression analysis results indicate that Casper improves the prediction of OSCE and fieldwork performance over and above GPA (change in Adj. R2 = 3.2%). Non-linear optimization and regression tree analysis indicate the optimal weights of GPA and Casper for predicting performance across fieldwork placements are 0.16 and 0.84, respectively. Furthermore, the findings suggest that students with a slightly lower GPA (e.g., 3.5–3.6) could be successful in the program as assessed by fieldwork, which is considered to be the strongest indicator of success as an entry-level clinician. In terms of diversity, no statistically significant differences were found between those actually admitted and those who would have been admitted using Casper.ConclusionThese results constitute preliminary validity evidence supporting the integration of Casper into applicant selection in an occupational therapy graduate program.

Perceptions regarding attitude towards simulation-based learning among nursing students in Saudi Arabia: A cross-sectional study.

Simulation-based education is essential for preparing nursing students for their professional roles and enhancing their learning experiences and patient care skills. However, there is a gap in understanding how nursing students perceive and engage with simulation-based learning, particularly in the context of Saudi Arabia. This lack of insight limits the ability to develop effective educational strategies. This study aimed to evaluate nursing students' perceptions regarding attitudes toward simulation-based learning in Saudi Arabia. A cross-sectional study was conducted from December 2023 to February 2024, involving 173 nursing students from a single university. Participants completed a structured questionnaire assessing their attitudes toward simulation-based learning, focusing on its relevance, interprofessional education opportunities, communication, situation awareness, and roles and responsibilities. Descriptive statistics were used to analyze the data. Mann-Whitney and Kruskal-Wallis tests were used to examine correlations between variables, with a significance level of p <0.05. The study found that 91.3% of participants had a favorable attitude toward simulation-based learning (Median = 4.43, IQR = 4 - 5). Age and grade level significantly influenced attitudes; younger students (under 20 years) had lower scores (Z = -2.490, p = 0.013), while fourth-year students had higher scores than third-year students, showing a statistically significant difference (H = 8.573, p = 0.014). Additionally, grade point average (GPA) was a significant factor, as students with GPAs between 5.00 and 4.50 scored higher than those in the 3.74-2.75 range (H = 25.893, p <0.001). The study concluded that nursing students in Saudi Arabia have a generally positive attitude toward simulation-based learning, recognizing its importance in enhancing their educational journey and clinical preparedness. These findings highlight the need to integrate simulation-based pedagogical approaches in nursing education to foster critical thinking and improve communication skills, thereby enhancing patient care outcomes.

Clustering of Student Expertise Fields Using the K-Means Algorithm (Case Study: STMIK Kaputama Binjai)

Grouping students' fields of expertise in higher education is an important issue that can provide significant benefits for students and educational institutions. STMIK Kaputama is one of the universities that has students with various fields of expertise, but the absence of data that informs the field of expertise of students is very unfortunate. Research data was obtained through questionnaires distributed to students, which included information about study programs, Grade Point Average (GPA), and areas of expertise. Clustering analysis was conducted using Matlab software to validate and implement the clustering results. The results show that the K-Means algorithm is effective in grouping students into clusters that have similar characteristics. The first cluster consists of students with expertise in programming and database, the second cluster focuses on students with networking expertise, and the third cluster includes students with various combinations of expertise.This study also found a tendency that students with certain expertise have a higher GPA than students with other expertise.

Predictors of Dropout Intention in French Secondary School Students: The Role of Test Anxiety, School Burnout, and Academic Achievement

School dropout intention and reduced academic achievement are two crucial indicators of school dropout risk. Past studies have shown that school performance plays a mediating role in the models explaining dropout intentions. School burnout and test anxiety have been identified as predictors of both academic performance and school dropout. However, their combined effects on the intention to leave school have not yet been investigated. We aimed to address this gap by exploring the predictors of school dropout intention in a sample of 205 French secondary school students. Structural equation modelling analyses have revealed the specific facets of school burnout (devaluation) and test anxiety (cognitive interference) that explained the school dropout intentions and academic performance. Grade Point Average (GPA) was a mediator of the effects of these variables on the intention to drop out of school. The findings highlight the need to acknowledge assessments as a school stress factor that could contribute to health problems and intentions to drop out of school.

Anxiety among Medical Students Regarding Generative Artificial Intelligence Models: A Pilot Descriptive Study

Despite the potential benefits of generative artificial intelligence (genAI), concerns about its psychological impact on medical students, especially about job displacement, are apparent. This pilot study, conducted in Jordan during July–August 2024, aimed to examine the specific fears, anxieties, mistrust, and ethical concerns medical students harbor towards genAI. Using a cross-sectional survey design, data were collected from 164 medical students studying in Jordan across various academic years, employing a structured self-administered questionnaire with an internally consistent FAME scale—representing Fear, Anxiety, Mistrust, and Ethics—comprising 12 items, with 3 items for each construct. Exploratory and confirmatory factors analyses were conducted to assess the construct validity of the FAME scale. The results indicated variable levels of anxiety towards genAI among the participating medical students: 34.1% reported no anxiety about genAI‘s role in their future careers (n = 56), while 41.5% were slightly anxious (n = 61), 22.0% were somewhat anxious (n = 36), and 2.4% were extremely anxious (n = 4). Among the FAME constructs, Mistrust was the most agreed upon (mean: 12.35 ± 2.78), followed by the Ethics construct (mean: 10.86 ± 2.90), Fear (mean: 9.49 ± 3.53), and Anxiety (mean: 8.91 ± 3.68). Their sex, academic level, and Grade Point Average (GPA) did not significantly affect the students’ perceptions of genAI. However, there was a notable direct association between the students’ general anxiety about genAI and elevated scores on the Fear, Anxiety, and Ethics constructs of the FAME scale. Prior exposure to genAI and its previous use did not significantly modify the scores on the FAME scale. These findings highlight the critical need for refined educational strategies to address the integration of genAI into medical training. The results demonstrate notable anxiety, fear, mistrust, and ethical concerns among medical students regarding the deployment of genAI in healthcare, indicating the necessity of curriculum modifications that focus specifically on these areas. Interventions should be tailored to increase familiarity and competency with genAI, which would alleviate apprehensions and equip future physicians to engage with this inevitable technology effectively. This study also highlights the importance of incorporating ethical discussions into medical courses to address mistrust and concerns about the human-centered aspects of genAI. In conclusion, this study calls for the proactive evolution of medical education to prepare students for new AI-driven healthcare practices to ensure that physicians are well prepared, confident, and ethically informed in their professional interactions with genAI technologies.

Scoring the Big Five for longitudinally assessed academic achievement predictiveness: Manifest, correlated‐factors model, and bifactor modeling across multiple contexts

AbstractBased on a large (N = 612) longitudinal sample in a teacher education program, we compared how three methods of personality scoring—manifest mean scores, correlated‐factors model scores, and bifactor model scores—predict academic achievement assessed by grade point averages. Furthermore, we compared predictiveness across honest responses, applicants' responses and responses collected under laboratory faking‐good instructions. To this end, a real‐life selection setting was part of our study (i.e., applicants to initial teacher education selected, among other things on their personality). We found the expected pattern of manifest mean scores (honest responses were the lowest, applicants' responses higher and faking‐good responses highest) and could demonstrate that applicant faking does not reduce personality assessment's predictiveness. Overall, correlated‐factors model scoring increased the predictiveness of honest and applicants' responses, and scoring via bifactor model even more so. No method of scoring could retrieve the predictiveness in the faking‐good response condition. Regarding the practical application within selection processes, bifactor model scores only slightly outperformed mean scores, and this only occurred in the case of small selection ratios. Nevertheless, we showed that there is criterion‐related and systematic variance within applicants' personality scores above and beyond their personality traits that can be extracted when modeled with bifactor models.

A Study on the Relationship between Recreation Benefit Perception and Frequency of Participation in Recreation Activities

The objective of this study is to investigate university students' perceptions of the benefits of recreational activities and their frequency of participation in such activities and to explain a relationship between these two variables. A quantitative research method was employed in this study, with a preference for utilizing a questionnaire as the data collection technique. The participants in the study were undergraduate students from Harran University Osmanbey Campus. A survey was conducted with 683 participants. The study revealed significant differences in the frequency of participants' engagement in activities based on their demographic characteristics, including participants' gender, age, school of higher education or faculty, grade level, weighted grade point averages, monthly income, hometown region, permanent residence environment and place of residence. The study also demonstrated significant differences in the benefit perceived by the participants from recreation activities based on their demographic characteristics, including participants' age, school of higher education or faculty, grade level, monthly income, hometown region and place of residence. Additionally, the study found a significant positive relationship between the frequency of participation in recreational activities and all sub-dimensions of the perceived benefits of such activities.

Prevalence of Substance Use Among Students in Health Colleges in Saudi Arabia: A Cross-Sectional Study.

Substance misuse is a global and substantial health concern that includes the inappropriate use of illicit substances or prescription and over-the-counter medications, which subsequently leads to poor outcomes such as a mental health disorder, financial distress, work malfunction, and academic failure. This study aimed to assess the prevalence of substance use, identify associated risk factors, explore potential complications within this specific demographic, and investigate the relationship between sociodemographic/lifestyle variables such as age, gender, marital status, family income, smoking, physical activity, and academic variables including grade point averages (GPAs), study hours, and the parental educational level with substance use history among students in health colleges in Saudi Arabia. This quantitative, descriptive cross-sectional study employed a questionnaire-based approach to collect data from students in health colleges across the regions of Saudi Arabia in the year 2022. The study found the prevalence of the use of various substances among students in health colleges to be 20.2%. Multiple factors were found to be associated with substance abuse. Smoking habits were the strongest predictor of substance misuse, with 49.1% of smokers reporting a history of substance use, compared to only 15.5% of non-smokers. This makes smoking the most impactful lifestyle factor related to substance use. Sleep patterns also played a significant role. A notable 43.6% of those who took up to two hours to fall asleep reported substance use, followed by 32.4% of those with sleep disorders and 25.5% with poor sleep quality. Unpredictable sleep patterns and a history of sleep disorders further strengthened the link between disrupted sleep and substance misuse. Academic performance, specifically GPA, showed that individuals with lower academic achievement were more likely to report substance use. Among those with a GPA below 3.0, 43.5% had a history of substance use, while only 16.7% of those with a GPA above 4.5 did so. The findings underscored the high prevalence of substance use, even among students in health colleges, and shed light on its connection to specific determinants. This poses a serious public health concern, as substance use is associated with poorer GPA, diminished knowledge acquisition, and overall academic performance. This, in turn, may negatively impact their future roles as healthcare providers, compromising both the quality of patient care and their personal well-being. These results emphasize the need for further investigations to unravel the underlying mechanisms of substance misuse and formulate innovative strategies to address this pressing issue effectively.

Association of Accelerometer-Measured Physical Activity With College Student Success and Retention.

This study examined the relationship between physical activity (PA) and academic performance and retention among college students using accelerometer data while controlling for sex and socioeconomic background. Data were collected from 4643 first-year college students at a private university in the south-central United States who began their studies in the Fall semesters between 2015 and 2022. Daily step counts were collected using accelerometers worn as part of the institutions PA requirements. The expected family contribution was calculated based on information provided on the Free Application for Federal Student Aid. Grade point average (GPA) and retention data were collected directly from official university databases. Female students generally had lower median age and steps count and a higher median GPA than males. The retention rates from fall to spring and fall to fall were 95.9% and 83.8%, respectively, with no significant difference in retention rates between males and females. GPA was significantly positively correlated with steps, expected family contribution, and age, and negatively correlated with being male and having an expected family contribution of zero. The fall to spring retention rate was significantly positively correlated with steps and GPA. The study's findings suggest that increasing levels of PA, as measured by daily step counts, may be effective in promoting academic performance and retention, even when controlling for sex and socioeconomic background. The use of device-based measures of PA in this study contributes to the literature on this topic, and policymakers and educational institutions should consider interventions focused on academic performance and physical activity to help students persist.

The Effect of Super Brain Yoga on Concentration, Memory, and Academic Progress in Nursing Students: A Quasi-Experimental Study.

During university life, students often face significant changes in relationships and academic pressures. Given the stressors faced by nursing students and the importance of their academic success, the study aimed to assess the impact of Super Brain Yoga on nursing students' concentration, memory, and academic progress. This quasi-experimental study was conducted on 59 nursing students at Near East University in Cyprus from February to June 2023. The intervention group (N=29) performed Super Brain Yoga three times a week for two months, while the control group (N=30) continued the usual routines. Data were collected using the demographic questionnaire, Wechsler's memory test, Concentration test, and the semester grade point average. Data analysis was performed using independent and paired t-test, chi-square, and ANCOVA using SPSS software version 26, with a significance level of P˂0.05. The study revealed a significant difference in total memory scores (P<0.001) and its subscales including personal and public information (P<0.001), orientation (P<0.001), mental control (P<0.001), logical memory (P=0.002), repeating numbers (P<0.001), visual memory (P<0.001), and learning associations (P=0.003) between the experimental and control groups after the intervention. Findings revealed a significant difference between the two groups in the reaction time (P=0.003) and the error of the reverse counting (P=0.021) following the intervention. After the intervention, based on ANCOVA test with adjusting the baseline values, there was no statistically significant difference in the semester mean of Grade Point Average between the two groups (95% confidence interval, P=0.657). Super Brain Yoga is a non-invasive intervention that can improve memory, concentration, and cognitive abilities in nursing students.

Migraine Prevalence and Academic Impact on Medical Students at Alfaisal University.

Migraine is highly prevalent among medical students but has been understudied in Saudi Arabia. This study aimed to determine migraine prevalence, characteristics, academic impacts, and coping strategies in medical students. A cross-sectional survey was conducted among 352 medical students. Migraine was identified using ID-Migraine (38.8% prevalence) and International Classification of Headache Disorders 3rd edition (ICHD-3) criteria (36.8% prevalence). Analyses focused on the 130 students meeting ICHD-3 criteria. The mean monthly migraine frequency was 3.5 days. Average pain severity was moderate at 6.4/10. Mean duration was 9.3h. Exams triggered migraines for 66% and increased headache frequency/severity for most students. Headaches limited productivity ≥1 day for 86% and caused missed exams and grade point average (GPA) declines. Rest (77.7%), trigger avoidance (57.7%), and medications (56.9%) were the most common coping strategies. Migraine prevalence exceeded general population estimates, frequently disrupted academics, and was exacerbated by exam stressors. Support services and education on coping strategies tailored to academically triggered migraines could better equip students to manage headaches.

Flying under the radar: Gender, violence and grade point average

Sexual assaults continue to be a prevalent issue on college campuses. Research has shown that being sexually assaulted is associated with adverse outcomes in college students' grade point average (GPA). However, self-reported history of sexual violence perpetration and its associations with GPA has not been studied at the college level. A history of sexual violence as either perpetrator or victim has not been extensively explored, particularly in individuals at Historically Black Colleges and Universities (HBCUs). Questionnaire data were collected on 2068 students attending an HBCU who self-identified as men and women on various demographic and academic outcomes. The experience of sexual violence (perpetrator or victim) in the past year, age, and self-identified gender were evaluated as predictors of GPA. Results indicated that women and older individuals had higher GPAs (p &lt;0.001), and these factors accounted for about 1% of the variance in GPA. In comparison, the addition of being a perpetrator of sexual violence augmented the variance and accounted for 2.3% (p &lt; 0.001). These effects are small but significant predictors and open a new line of research into the traits of those who commit sexual assault on college campuses.

Locus of Control, Learning Styles, and Academic Achievement of Saudi Pre-professional Medical Students: A Cross-sectional Study.

The objective of this study was to describe medical students' learning styles and locus of control (LOC) and to determine their association with academic achievement. A cross-sectional study was performed at a health science university in Saudi Arabia. A sample of 158 medical students completed Kolb's learning style and locus of control scales. The authors measured academic achievement by grade point average (GPA) and collected demographic characteristics. Most students' learning styles were classified as convergent (51.3%), whereas the rest adopted divergent (23.4%), accommodative (18.4%), and assimilative (7%) styles. Analysis revealed that students with a lower LOC tend to have higher GPAs than those with a higher LOC. However, no association was found between Kolb's learning styles and LOC or GPA. The findings of this study provide educators with essential insights into factors that enhance students' academic achievements. We conclude that locus of control plays a crucial role in academic success. Medical educators should consider diverse student learning styles to adopt appropriate teaching methods that meet students' needs, ultimately improving educational practices and outcomes in medical education.

Predicting undergraduate OSCE performance using traditional and construct-driven situational judgment tests at admission.

Situational Judgement Tests (SJTs) are popular to screen for social skills during undergraduate medical admission as they have been shown to predict relevant study outcomes. Two different types of SJTs can be distinguished: Traditional SJTs, which measure general effective behavior, and construct-driven SJTs which are designed to measure specific constructs. To date, there has been no comparison of the predictive validity of these two types of SJTs in medical admission. With the present research, we examine whether the HAM-SJT, a traditional SJT, and the CD-SJT, a construct-driven SJT with an agentic and a communal scale, administered during undergraduate medical admission can predict OSCE (i.e., objective structured clinical examination) performance in a low-stakes (nLS = 159) and a high-stakes (nHS = 160) sample of medical students. Results showed a moderate positive relation between the communal scale of the CD-SJT and performance in OSCE stations with trained patients in the high-stakes sample (r =.20, p =.009). This SJT had also an incremental value in predicting the OSCE performance above and beyond GPA (i.e., grade point average), a science test (i.e., HAM-Nat), and gender (ß = 0.18, 95% CI [0.03; 0.33], p =.020). That is, individuals who chose more communal behavioral responses in the SJT were rated more favorably in interactions with trained patients in the OSCE. A comparable correlation coefficient was observed for the HAM-SJT when controlling for range restriction due to admission (rraw = 0.14 vs. rcontrolled = 0.20). Our research provides a first indication for the predictive validity of construct-driven SJTs in high-stakes undergraduate medical admission.

Is Online Education Working?

This study examines the impact of instruction modality on student learning outcomes, with a focus on disparities observed pre- and post-pandemic. Using administrative data from a public university spanning seven pre-pandemic and five post-pandemic semesters, the analysis controls for endogenous sorting using fixed effects. The findings suggest that face-to-face (FtF) instruction results in better student performance, such as higher grades and a lower withdrawal rate. Additionally, students with greater exposure to FtF instruction are less likely to repeat courses, more likely to graduate on time, and achieve higher Grade Point Averages (GPA). The study also shows that the FtF advantage has been decreasing over time, and the differences are smaller post-pandemic. The results are consistent across student and instructor characteristics, except for Honors and graduate students, where the FtF advantage is either smaller or statistically insignificant.

Assessment of academic stress and its association with academic achievement among health science students

Abstract Background: Excessive stress may cause serious psychosocial and emotional health consequences. Academic stress influences the academic achievement of students. Aim: This study aimed to assess academic stress and its association with academic achievement among health science students in Kathmandu. Methodology: A cross-sectional study was conducted among 268 health science students. Data were collected using the Scale for Assessing Academic Stress, to measure academic stress, academic activity-related questions, and academic Grade Point Average (GPA) from the previous semester which were used for academic performance. We selected students by systematic random sampling. We used a self-administered questionnaire method for data collection. Data were entered into EpiData software and transferred to IBM SPSS (version 25) for analysis. Descriptive analysis was performed by percentages and median (interquartile range). We used Pearson’s correlation and Chi-square tests to measure the association between academic stress, performance, and related factors. Results: A total of 31.7% and 35.4% of respondents had moderate and high academic stress, respectively. The correlation between academic achievement and academic stress was found to be negative (r = −0.201 and P = 0.001), but statistically significant. The association between sex (P = 0.008), academic environment at home (P = 0.041), teaching–learning materials at home (P = 0.022), and academic stress was found to be statistically significant. Conclusion: More than two-thirds of respondents had moderate and high academic stress. The relationship between stress and academic achievement is negatively correlated, which suggests that students do not need high academic stress to achieve substantial academic performance.

Comparison of academic achievement, graduation competency and academic sustainability of veterinary students based on college admission processes

A university’s admission policy is established to select applicants who can successfully complete the curriculum. Thus, it is important to develop optimal admissions processes for applicant selection. This study was conducted to infer the most suitable admission processes for veterinary school applicants by examining academic achievement, graduation competency and academic sustainability. It was conducted on students admitted from 2009 to 2018 at one of the veterinary colleges in Korea. The admission methods were divided into, first the regular admission (RA) process, primarily reflecting the results of the College Scholastic Ability Test, and second, the rolling admission processes. The rolling processes were further divided into admission officer-based (AO), high school grade point average-based (GA), essay test-based (ET), admission for the underprivileged (UP) and admission for overseas Koreans and foreigners (OKF). The final grade point average was observed to be higher in the order of the GA, AO and RA groups. The survey on the veterinary graduation competency did not reveal any difference between the regular and rolling admission processes. However, among the latter, AO-based admission showed a higher ratio of outstanding competency levels. In terms of academic sustainability, OKF admission demonstrated a higher rate of failure while RA showed a higher rate of expulsion and dropout. Summarizing the above results, the most successful veterinary applicants were selected through AO-based admission. These results are meaningful in providing the basic information required to establish admission policies for veterinary colleges in Korea.

A “flexible” compulsory dental basic research course for undergraduate students: a three-year retrospective study

IntroductionSince 2015, the Guanghua School of Stomatology has established an elective dental basic research course (EDBRC). To make all students benefit from the dental basic research course without causing excessive academic burden, the “flexible” compulsory dental basic research course (CDBRC) was settled in 2020. This study intends to introduce the “flexible” compulsory teaching module and assessment system of CDBRC, and analyze its effectiveness over 3 years.Materials and methodsThe grade point average (GPA), course pressure, level of basic research knowledge and skills, and students’ research achievements were collected and analyzed between EDBRC and CDBRC. The unpaired t test was used to analyze the difference.ResultsThe “flexible” CDBRC has been successfully constructed with compulsory teaching module and hierarchical assessment system. The CDBRC has not caused significant course pressure to students compared with the EDBRC. Besides, the “flexible” CDBRC can improve the students’ GPA, basic research knowledge, and research achievements.ConclusionsThe “flexible” CDBRC can improve students’ academic performance and basic research abilities without causing significant course pressure, which can be conducted in dental schools with similar backgrounds.Trial registrationNot applicable.

Research on the influencing factors of student performance

The aim of this report is to analyze the factors influencing student performance and to develop a predictive model for Grade Point Average (GPA) based on five aspects: demographic details, study habits, parental involvement, extracurricular activities, and academic achievement. Utilizing a multiple linear regression model, this report identifies key factors that significantly impact academic performance. The dataset includes a total of 14 student characteristics, such as parental education level, weekly study time, extracurricular activities, absences and so on. Through stepwise regression, non-significant factors were iteratively eliminated, leading to the development of a predictive model to determine the primary influences on student performance. The research findings underscore the significant role of weekly study time, absences, tutoring, parental support, extracurricular activities, sports, and music in student performance. In contrast, age, gender, ethnicity, parental education, and volunteering have negligible impact on GPA. These insights provide actionable guidance for educators and policymakers to implement targeted measures to enhance student performance.