CHAPTER 2

REVIEW OF RELATED LITERATURE

Ali, shoukat, et al (2013) conducted a research study titled factors contributing

to the student academic performance: A case study of Islamia University Sub-Campus.
The data were collected from 100 students though separate structured questionnaire
from different departments of Islamia University of Bahawalpur, rahlm Yar khan campus
using the simple random sampling technique. For analysis, linear regression model,
correlation analysis, and descriptive analysis were used. The finding revealed that age
and daily study hours significantly contribute to academic performance of graduate
students

Devil and Mayuri (2003) carried out a study of family and school factors that
affect the academic achievement of residential school children studying ninth and tenth
classes on a sample of 120 students of Hyderabad city. Data were collected though an
interview schedule developed by the investigator to study the family factors. The result
indicated significant gender difference in academic achievement and girls were found to
be superior to boys in academic achievement.

Priest and franova (2006) analysed the relationship between depressive symptoms,
academic achievement and intelligence. The data were collected from the sample of
635 school children 304 boys and 331 girls by using wechslers intelligence scale for

children and grade point average. The findings indicated that tere was no gender
difference is academic achievement of boys and girls.

Naderi et al. (2008) carried out a study to infer whether intelligence and gender
as predictor of academic achievement on a sample of 153 undergraduate students of
Malaysian university. Cumulative grade point average scores were taken as measures
of academic achievements of male and female astudents.

Herminio and berkery (2005) investigate the relationship of course load towards the
academic performance of Puerto Rican students. The sample, 1721 subjects, included
thirteen campuses from three different universities out of a total of 65 campuses in
Puerto rico. A chi-square analysis reflected that students with a higher number of course
load had a higher number of failures compared to those students enrolled with lesser
number of course load. With an alpha level of .05, the effect of academic course load
was statistically significant for Puerto Rican students.

Nonis and Hudson (2006) made a study on academic performance of college

students: influence of time spent studying, from a sample of undergraduate students
attending a medium sized (10,000+) associated to advance collegiate school of
business (AACSB) accredited, public university in the mid south states. According to
their findings, the result suggested that ninability variables like motivation and study
time significantly interact with ability to influence academic performance.

Cosser and toilt (2002) describes that student who spent more of their time in
places that are peace and quiter with accessible reading materials like in a library tends
to have a better academic performance compared to those who stays at places with
noisy environment. However, environmental factor like having a quite room to study may
not give a significant assurance that a students academic performance will improve if
that students ability to concentrate on studying is easily distracted by connectivity
materials such as cell phones and computers (apple, 2000).