CHAPTER I

INTRODUCTION

1.1 Context information

Education has become essential for the progress of individuals, communities and nations.
Whether to improve own skills, innovate, utilize modern technologies or create
awareness, it is only possible through learning and academic performance. A good
education system plays a vital role in resulting in the best quality scholars who will
become great leaders for a nation and promote the country's economic and social
development (Ali, Jusoff, Ali, Najah, & Azni, 2009). Similarly, a good education system
results in better academic performance of students which may be helpful for the student
and the society as well. Furthermore, creating an education system that has the ability of
preparing students for the future, education systems need to be established into a new,
more knowledge centered way of learning. Therefore, educational planners of the
government are supposed to ensure quality education and academic success of their
students, who are the country’s intellectual capital, for sustainable development of their
nation.

Academic performance is taken as the center of focus around which the whole education
system revolves. Student’s academic performance is the representation for the academic
achievements of scholars (Mirkamali, 2015). Moreover, academic performance refers to
how a student deals with his/her studies and how he/she accomplishes different tasks
given to him/her by their teachers in a fixed time or an academic year (Dimbisso, 2009).
In other words, academic performance involves meeting goals, achievements and
objectives set in the program or course that a student attends (Caballero, Abello, &
Palacio, 2007). A student's academic performance is expressed through his/her grades
which are the result of an assessment that involves passing or not certain tests, subjects or
courses. The student academic achievement is measured through several ways like
CGPA, GPA, and test results whereas; most of the researchers around the world use the
GPA to measure the achievement of the student (Yogendra, 2017). Likewise, some
universities also consider factors like total days attended and assignments submitted to

1
measure academic performance. Besides that, the modern education system prioritizes
student's skills and creativity as a measuring rod for academic performance.

The academic performance of students determines the success or failure and the purpose
of any academic institution. The most powerful motive of the school/college can be
worked towards the achievement of students for academic excellence (Adeyemo, 2001).
Also, the school/college may have various peripheral objectives but the major priority
will be always on sound scholarship achievement. Furthermore, school/college learning
helps towards the development of related interests, attitudes, and academic self-concept
through the individual’s perception of their inadequacy (Emerick, 2007).

In the past, only exam results were used as a measuring rod for academic performance.
Going through the historical sources, exam (one of the first reliable measure of academic
performance) was invented by an American businessman and philanthropist known
as Henry Fischel in the late 19th century. The traditional system of measuring students'
academic performance had many drawbacks because the system considered only
theoretical knowledge. On the contrary, nowadays, with the growth of new techniques of
evaluation the academic performance is being measured considering practical
knowledge.Nowadays, Economists are interested in better academic performance on
grounds of its expected effect on future income equality, as well as on the external
economic effect measured by society’s productivity(Hojo & Oshio, 2012). Academic
achievement of students is important for not only the jobs with the plenty of salary, but
also for the higher levels of education to tackle the technologically demanding
occupations (Kappe & Vander, 2012). It is necessary to improve the academic
performance for gaining higher productivity in further learning as well. Similarly, in
order to build the future of a nation, academic achievement of any education system of
universities is undoubtedly necessary which ultimately leads to inspiring development
(Askari, 2006).

1.2 Statement of the problem

The research problem is the heart of the research process, without which no research
process can take place. It works as fuel that drives the scientific process of research. The
foundation of any research method as well as experimental design is taken as the research

2
problem. In another way, it is also defined as the gap between the actual level of research
information available and desired level of information. Meanwhile research questions are
the fundamental core of a research, study or review of literature. It determines focus of
the study, methodologies implied, and guides all stages of inquiry, analysis and reporting.
The hypothesis can be formulated with the help of the research questions. This research is
directed towards answering following questions

1. Is there any significant difference regarding insight of study habits, learning facilities,
proper guidance and academic performance of students across age groups?
2. What is the relationship of study habits, learning facilities and proper guidance along
with the student’s academic performance?
3. What is the impact of study habits, learning facilities, proper guidance over the
academic performance of students?

1.3 Purpose of the study

For any study there has to be objectives which feature the purpose of doing the research
work, either it can be qualitative or quantitative purpose of the study. The major objective
of the study is to determine the factors affecting academic performance of bachelor’s
students in Kathmandu valley. The specific purposes of the study are:

1. To determine the difference in study habits, learning facilities, proper guidance and
academic performance of students across age groups.

2. To examine the relationship of study habits, learning facilities and proper guidance
along with the student’s academic performance.

3. To analyze the impact of study habits, learning facilities and proper guidance on the
academic performance of students.

1.4 Significance of the study

The study aimed to examine the factors affecting the student’s academic performance.
The findings of this study may be useful for educational institutes to evaluate and
enhance the academic performance of students. This research study will aid future
researchers in giving a standard and synchronized way of making their work accessible.
The significances of the study are as follows:

3
1. This study will help educational institutions to design, organize and implement the
policies to improve academic performance of the student.
2. This study will show the impact of study habits, learning facilities, and proper
guidance on students’ academic performance.
3. This study will be a useful reference for the researchers who would plan to make any
related study in the near future.

1.5 Literature survey

Literature survey is the foundation for research in almost all educational fields. It is
a survey of scholarly sources (such as books, journal articles, and theses) which include
the substantive findings, theoretical and methodological contributions to particular topic
related to the study. Conducting a literature survey means researching previous articles
and books of your topic and summarizing them. It includes the survey of place, people
and publications in the context of research. A literature survey showed the various
analysis and research made in the field of your interest and the results already published,
taking into account the various parameters of the project and the extent of the project. It
provides a foundation of knowledge on the topic. The literature survey is structured in
such a way as to logically (and chronologically) represent the development of ideas in
that field. The purpose of carrying out a literature survey is to demonstrate and develop
familiarity with other people's work relevant to the focus of the study. It consists of
review of empirical literature and related theories of the research. Literature survey gives
a clarity & better understanding of the research/project and guides for determining
variables, problem, and purpose of the study.

1.5.1 Related theories

The theories that are reviewed in this study are: theory of academic performance and
Walberg’s theory of educational productivity.

1.5.1.1 Theory of academic performance

The theory of academic performance (ToP) was developed by Elger (2007). The theory
emphasizes six foundational concepts to form a framework that can be used to describe
performance as well as performance improvements. To perform is to produce valued

4
results. A performer can be an individual or a group of people involved in a collaborative
effort. Developing the performance is a journey whereas, level of performance describes
location. Current level of performance depends on six components. i.e.: context, level of
knowledge, levels of skills, level of identity, personal factors, and fixed factors. Three
axioms are proposed for effective performance improvements. This involves a
performer’s mindset, immersion in an enriching environment, and engagement in
reflective practice.

The theory of performance is a challenge to educators: by improving our own

performance, we empower ourselves to help others learn and grow. When people learn,
develop and grow, they are empowered to create results that make a difference. Working
and learning together in such ways that make the world better has been a primary goal of
higher education throughout the ages.

1.5.1.2 Walberg’s theory of educational productivity

Walberg’s theory exposes the factors that have a direct impact on the learning which
affects the student’s academic performance. Walberg used a variety of methods to
explore such factors that have a direct impact on academic achievement. He came out
through 3,000 studies to analyze his theory. In this theory he pronounced 11 influential
factors. From these factors, 8 factors were social-emotional factors: classroom
management, parental support, student-teacher interactions, social-behavioral attributes
motivational-effective attributes, the peer group and exposure to media. These variables
reflect the characters of the students, instructions and psychological environment. (Zins,
Weissberg, & Walberg, 2004) showed the importance of the interpersonal skills, self-
regulated learning tactics, and motivational orientations and in facilitating academic
performance. Walberg explains that these variables might have negative impacts on
academic performances of students if it is not properly guided. (Wang, Haertel, &
Walberg, 1997) concluded that the direct intervention in the psychological determinants
of learning promise the most effective avenues for reform. Socio-economic factors also
impact the student’s performance on academics. According to Walberg socio-economic
factors include trained teacher, teacher-student ratio, attendance, family income, sex,
parent's education and distance of school.

5
Being the most essential asset of an educational institute, it should develop such an
environment which would always help to enhance students’ educational productivity. The
student’s performance has a significant role in producing best quality graduates who will
become great manpower for the future. The challenging aspect of academic literature is to
handle social, psychological, economic, environmental and personal factors properly so
that these factors would contribute for better academic achievement.

1.5.2 Review of empirical literature

This study is carried out to depict the factors that affect the academic performance and
the achievement of students in Kathmandu, Nepal. The aim of this study is to identify the
elements that motivate and create a favorable environment for students to perform well in
the educational field. Numerous research articles explained that the scholar’s academic
outcomes have influence of various determinants such as student-related, parents-related,
school-related, teacher-related and society-related factors. In order to derive the variables,
a selected number of study related articles were assessed and reviewed. By the use of
unified theory of acceptance, determinants are picked out. The summary of the major
articles on this subject matter is presented in the Appendix 1

(Hijazi & Naqvi, 2006) examined whether factors such as student’s profile, students’
family income, students’ mother’s age and mother’s education have any impact on
students’ performance. The study analyzed the factors affecting students’ performance in
private college. The research was based on student profiles developed on the bases of
information and data collected through surveys of a group. Generally, there are two
groups of students i.e. those who improve and those who don’t improve. Student
performance in intermediate examination (i.e. student’s performance in intermediate
exams) is taken as dependent variables and student profile (i.e., family income, student’s
attitudes, mother’s age and her education) were taken as independent variables. Data
collected was primary through a well-defined questionnaire. Samples of private colleges
were taken where these variables were recognized and response was clear and
understandable. The questionnaire consisted of a student profile defined by his/her
attitude towards study, strictness, attendance, age, previous academic achievements, etc.

6
Simple linear regression analysis was performed to examine the hypothesis where
attendance in class was found to have positive relationship as a regular student is more
serious in studies, family income was found positively related with a coefficient value of
0.372 and with significant t-value of 1.288. The relation was proved by the coefficient
value -0.048 and negative insignificant t-value -0.338. Study hours per day after college
was expected to be positive as it assumed that more study hour results in good
grade/division/performance because this relation was proved by the coefficient value
-0.007 and negative insignificant t-value -0.046. Study hours per day after college was
expected to be positive as it assumed that more study hour’s results in good
grade/division/performance. The regression analysis showed that student performance
depends on different socio-economic, psychological, environmental factors. The research
studies concluded that student performance is affected by factors such as learning
abilities, students’ mother’s age, mother’s education, etc.

(Mushtaq & Khan, 2012) investigated the factors affecting college student’s performance.
The research is based on student profiles developed on the basis of information and data
collected through assessment from students of a group of private colleges conducted in
Pakistan. The aim of the research was to find the important factors that affect academic
performance of the students. In the study, student performance was identified as
dependent variable whereas communication, learning facilities, proper guidance and
family stress were identified as independent variables. The private college students of
Rawalpindi and Islamabad were taken as population where the result of the student
performance and their achievements in the academic year was used for analysis. Primary
data was acquired through 175 questionnaires among which only 155 were usable. The
model used a Five-Point Likert scale ranging from, strongly disagree to strongly agree
and data was analyzed through descriptive analysis (mean, standard deviation etc),
correlation analysis, and multiple regression analysis. Regression analysis included
model summary and ANOVA. In the model summary, the value of R square was 0.55
which results in 55% variation in student performance due to independent variables.
Coefficient analysis shows that communication, learning facilities and proper guidance
had significant β value i.e. .104, .041, .161 respectively. The β or coefficient value of
family stress was -.053 which was insignificant and negative with student

7
performance. By using different statistical tools it was found that all covariates affected
the student performance. Communication, learning facilities, and proper guidance was
found to have positive relationship as well as significant impact with scholar’s
achievement meanwhile the family stress showed negative relationship along with
insignificance. The research concluded that proper learning facilities, better environment
of college, student’s effective communication skills and have good competence in
English, proper guidance of parents helps the student perform very well.

(Dev, 2016) inspected and analyzed the relationship of general mental ability, interest and
home environment with academic achievement. The study involved 110 students (55
boys and 55 girls) who were selected randomly from three Kendriya Vidyalayas of Delhi
having ages ranging between 13 and 14 with a mean age of 13.6 years. Basically , two
validated instruments; General Mental Ability Test and Multiphase Interest Inventory
were used to elicit responses from the participants also home environmental inventory of
were administered on the selected sample. The results from analysis were based on
Pearson-Moment correlation coefficient and t-test. Where hypotheses were tested at
0.001 level of significance. The study explained general mental ability, gender, home
environment and interest as independent variables whereas academic achievements were
considered as dependent variables. Sample’s annual examination grades of class VII were
considered as academic achievement. The study revealed superiority of girls in academic
achievement by the value of‘t’ was significant at p<0.01 level.

The study used descriptive research design in the form of an ex-post-facto method and
none of the variables was manipulated. The sample of the study revealed that the mean
score of the boys is lower than the girls which means girls are superior in academic
achievements. Also the study observed that general mental ability is significantly and
positively correlated with the academic performance of the students(r=0.83) which
concluded that IQ and achievements increases or decreases proportionally. The study
identified that home environment is positively and significantly correlated with academic
achievement of students(r=0.71). The study also found that the home or family structure
has a great influence on the student’s academic achievement(r=0.68) which actually
means the un-conducive home environment reduces the possibilities of learning
capabilities.
8
(Singh, Malik, & Singh, 2016) researched the effect of proper guidance from parents,
communication abilities and learning facilities on students’ academic performance. The
study used ex post facto research design and for selecting the sample, the simple random
sampling technique was used. In addition to that, mean, standard deviation and multiple
regression analysis were used for data analysis and interpretation. The sample of the
research included 200 management scholars from 10 management institutes in Haryana
state. Simple random sampling technique was used to select among students for the
study. Primary data in the research was collected through questionnaires on a five point
Likert scale ranging from 1 to 5, where 1 indicated strongly disagrees and 5 indicated
strongly agree. A total of 200 questionnaires were distributed, but only 175
questionnaires were returned filled. Reliability of the scale having 18 items was measured
having Cronbach’s Alpha value of 0.920. The independent variables in the study
consisted of learning facilities, communication skills and proper guidance from parents,
whereas dependent variable was students' academic performance. The multiple regression
analysis revealed that learning facilities (standard coefficient=0.514) have the highest
impact on the student performance followed by communication skills (standard
coefficient=0.303) and proper guidance from parents (standard coefficient=0.208). The
study showed that performance of the management students can be improved by
providing them appropriate learning facilities and organizing class for the English
language. Furthermore, students of management institutes can perform well if they are
guided by the teacher and parents.

(Yousef, 2017) explored whether the factors such as teaching pattern, English language &
communication and assessment methods affect the academic performance in quantitative
courses among undergraduate business students of public higher education institutions of
the United Arab Emirates (UAE). The study intended to identify the potential impact of
such factors on the scholastic outcome of non-native English undergraduate business
students in introductory quantitative courses at the Association to Advance Collegiate of
Schools of Business (AACSB) –accredited College of Business and Economics (CBE)
United Arab emirates University (UAEU). The average score obtained by each teaching
style, English language and communication, and assessment method were considered as
control variables meanwhile the academic performance measured by quality points of

9
grades taken into account as target variable. The population and sample method under
which random sampling of non probability is used for survey. The population of research
included 1000 students who completed the required quantitative courses of third and
fourth year at UAEU, of which 581 questionnaires were usable. The questionnaire was
segregated into three parts. First part contained their quantitative course completed along
with grades achieved, whereas second part included 16 ranking statements to measure
covariate. And the final part embraced general information such as business majors,
nationality, gender, GPA, etc. Using Cronbach alpha, the reliability of the second part of
the questionnaire is checked and the questionnaire is accepted for literature. Various
statistical tools have been used such as Descriptive statistics, multiple regression analysis
are used for processing and analyzing the data collected through respondents. Meanwhile,
to identify multicollinearity among stimulus Variance Inflation Factor (VIF) was
measured.

The results of descriptive analysis showed that all three covariates are important factors
for students’ academic performance in introductory quantitative courses. The regression
analysis showed the influences of teaching styles (p-value = 0.000 and coefficient =
0.556) and English language and communication (p-value = 0.000 and coefficient =
0.218) on Grades of students implying that while preparing and delivering the course
materials teaching pattern and English language proficiency of scholars must be
considered. Meanwhile, the assessment methods (p-value =0.599 and coefficient =
-0.032) showed no influence over academic achievement. The research concluded that a
degree of proficiency in English is necessary for acceptance into the CBE. Meanwhile,
educators must focus on well-structured lectures with reasonable pace, participation of
students on class discussion, appropriate textbook selection, teaching styles for better
academic performance of scholars.

(Alshammari, Saguban, Pasay-an, Altheban, & Shammari, 2017) determined the factors
that affect the academic performance of student nurses at the University of Hail, kingdom
of Saveli Arabia (KSA). This study has been approved by the Ethical Review Committee
(ERC) of the University of Hail. Sample consisted of 201 student nurses from the College
of Nursing at University of Hail who were selected using convenience sampling. This
study was a quantitative co relational type of research. The researchers were allowed to
10
adopt the combined survey questionnaire for the purpose of study whereas the modified
survey questionnaire was utilized to gather data. Content validation and reliability tests
were conducted using Cronbach Alpha which revealed a value of 0.940. The independent
variables included student-related factor, family-related factor, school-related factor,
home-related factor whereas the dependent includes academic performance of student.
The student-related factor included students' efforts, age, and self-motivation, learning
preference, entry qualification and previous school. Family-related factors included
educational background of parents and family income. Home-related factors consisted of
respondents’ parents, elders and siblings; gadgets used for communication; financial
capability and learning materials available for the respondents. School-related factors
included availability and perceived quality of learning facilities such as library, computer,
laboratories as well as academic performance of student nurses.

Results said that among four different variables, teacher related factors had the highest
grand mean value (4.16) in comparison with student related factors and school related
factors with an equal grand mean value of 3.85 while the next variable home related
factors had the lowest mean value of 3.54 upon student’s academic performance. The
study concluded that from among several factors, student-teacher related factors came top
in the lost and found the best. That implied that teachers play the most significant role in
student performance and are therefore greatly responsible for poor or good student
performance. It can be concluded that the academic performance of students is influenced
not only by the help of educational institutions but also by some external factors such as
learning, insufficient resources, lack of diversity, accommodation, curriculum related
factors and student’s activities outside the school. Finally the study concluded that
student-related factor, family-related factors, school-related factor, home-related factor
have a crucial effect on academic performance of student nurses at the University of Hail,
Kingdom of Saveli Arabia.

(El-Massah & Fadly, 2017) inspected whether socioeconomic factors and student
characteristics affect the academic performance of the women students of finance in the
United Arab Emirates (UAE). The study used a purposive sampling method to take
samples. Primary data was gathered through the use of structured questionnaires and the
students’ academic performance (measured by their final grade in the course) published
11
on the course’s Blackboard. The study considered 78 undergraduate female students
(with 100% respondents) in fall 2014 instructed by the same professor to control for both
the gender’s and the instructor’s effect on students’ academic performance. The sample
in the study is a group of undergraduate female who took finance course: Islamic finance
and banking (BUS426) at national universities in the UAE. The research employs the
multinomial logistic regression method, which applies maximum likelihood estimation to
predict the probability that a student will achieve a certain grade percentage (A, B, C or
D).The independent variables included socioeconomic variables, specifically age, marital
status, pre-entry educational qualification, parents’ educational level, the number of
siblings and student characteristics, such as the language of instruction at school, playing
sports, having breakfast, and schedule of classes whereas academic performance (denoted
by productivity score) is taken as dependent variable. From the collected information
student productivity score (GPA) is calculated by using student productivity in
percentage. Each question was assigned five response options conducive to generation of
ordinal and categorical data. The study revealed that student characteristics and
socioeconomic factors are positively correlated with the academic performance of the
students whereas marital status had the opposite relation with students' academic
performance. For better performance in academics students should be aware of the
impact correctly planning their daily schedule has on their academic success. The
research also concluded that encouragement to women’s higher education by the
government and more support to married students in the form of scholarships and
childcare stations for their children at the university, enhances the women students’
academic success.

(Mohamed, Dahie, & Warsame, 2018) conducted a research to evaluate the internal
factors that affect pharmacy student’s academic performance and to determine whether
these factors have significant effect on their Cumulative Grade Point Average (CGPA).
The main focus of the research was to find out whether student performance in
intermediate examination is linked with the student's outline. The researchers used a
simple random sampling method and collected the information from 80 students in
University of Somalia. Questionnaires, consisting five main constructs which measured
learning technique, home related aspects, physical resources, study habits, and academic

12
performance, were provided to those respondents. To test the research hypothesis the
linear regression analysis was used. Questionnaire was used as a research tool. The study
intended to explore the relationship between background variables and academic
performance of the students. The research was to examine the role of learning techniques,
to identify the impact of home related aspects and to describe the effect on physical
resources on student academic performance. Independent variables in the study were
learning techniques; home related aspects, study habits and physical resources, whereas
dependent variables were student academic performance. The dependent variable which
was academic performance was normally distributed across all independent variables.
The standard coefficient values of the learning technique, home related aspects, study
habits and physical resources were 0.919, 0.063, 0.675, and 0.117 respectively. The
regression analysis was conducted to check the impact of learning techniques and student
academic performance. There was a strong positive relationship between home related
aspects and student academic performance. The result displayed a perfect positive
relationship between study habits and student academic performance. Lastly, the study
showed a strong and positive relationship between physical resource and academic
performance.

(Olufemi, Adediran, & Oyediran, 2018) examined the factors affecting students’
academic performance in Colleges of Education in Southwest, Nigeria. The factors
affecting students’ academic performance were students’ factors, parental background,
school factors and teachers’ factors; which are independent factors. First of all, students’
factors included personal characteristics defined by students’ age, gender, ethnicity, etc.
Secondly, parental background as marital status, educational status of your parents,
parental income, etc. Thirdly, school factors included peer/friends characteristics
indicated by gender, department, best friend, etc. and school facilities defined as
classrooms, laboratories, libraries, etc. Lastly, teachers’ factors included lectures
effectiveness in the classroom defined as communication, subject mastery, etc.;
effectiveness in the use of instructional materials indicated lectures, lesson note
presentation, etc.; and instructional materials indicated availability of charts, objects,
etc.480 students from 6 Colleges of Education were selected using a simple random
sampling technique. Data for the study were collected through the use of a well-

13
structured interview guide in addition to class observations. Relevant information was
accessed from past research work. Other relevant materials were gathered from
textbooks, journals, magazines, etc.  Data collected were analyzed with descriptive and
inferential statistics (sample mean). Administration of the instrument was done for 50
students who are not included in the actual study sample at two weeks interval. The
reliability test for the instrument was conducted using a test retest method. Validation of
instruments was done in consultation with research experts. The reliability coefficient of
the instrument was 0.70 and above. The study showed those students’ factors, school
factors, and teachers’ factors have an effect on students’ academic performance.

14
1.5.3 Theoretical Framework

Figure 1.1

Theoretical framework of the study

A theoretical framework was applied to determine major dependent, independent and

moderating variables of the study. The major independent variables on the study were the
study habits of students, the learning facility provided to the student in the family as well
as in the educational institutes, and proper guidance from students' parents and teachers.
On the other hand, bachelor’s students' academic performance of Kathmandu valley was
the only dependent variable in the study. Meanwhile, the age group of 15-19 and 20-24
shows the relationships among independent and dependent variables as moderating
variables. The result of well academic performance is concerned with the relationship
between moderating and independent variables and how it influences the dependent
variable. From the theoretical framework, it is expected that variables like study habits,
learning facility and proper guidance has an impact on students' academic performance.

15
 REFERENCES
Adeyemo, D. A. (2001). Teachers' job satisfaction, job involvement, career and organizational
commitments as correlates of student-academic performance. Nigerian Journal of
Applied Psychology, 6(2), 126-135.

Ali, N., Jusoff, K., Ali, S. M., Najah, S., & Azni, S. A. (2009). The factors influencing students'
performance at Universiti Teknologi, MARA Kedah, Malaysia. Canadian Research &
Development Center of Sciences and Cultures, 3(4), 81-89.

Alshammari, F., Saguban, R., Pasay-an, E., Altheban, A., & Shammari, L. A. (2017). Factors
affecting the academic performance of student nurses: A cross sectional study. Journal of
Nursing Education and Practice, 8(1), 36-43. doi:10.5430/jnep.v8n1p60

Askari, J. (2006). Assessment of risk factors of motivational deficiencies in university students

from their view points. Iranian Journal of Psychiatry and Clinical Psychology, 11(4),
455-462.

Caballero, C., Abello, R., Palacio, J. (2007). Relación del burnout y el rendimiento académico
con la satisfacción frente a los estudios en estudiantes universitarios. Avances en
Psicología Latinoamericana, 25(2), 98-111.

Dev, M. (2016). Factors affecting the academic achievement: A study of elementary school
students of NCR Delhi, India. Journal of Education and Practice, 7(4), 18-21.

Dimbisso, T. S. (2009). Understanding female students' academic performance: An exploration of

the situation in South Nations nationalities and peoples regional state - Ethiopia.
International Institute of Social Science, 1(1), 1-81.

El-Massah, S. S., & Fadly, D. (2017). Predictors of academic performance for finance students:
Women at higher education in the UAE. International Journal of Educational
Management, 31(7), 854-864. doi:10.1108/IJEM-12-2015-0171

Emerick, L. J. (2007). Academic underachievement among the gifted: Students' perceptions of

factors that reverse the pattern. SAGE Journals, 36(3), 140-146. Retrieved from
http://www.davidsonggifted.org/db/Articles

Hijazi, S. T., & Naqvi, R. S. (2006). Factors affecting students' performance: A case of private
colleges . Bangladesh E-Journal of Sociology, 3(1), 8-16.

16
Hojo, M., & Oshio, T. (2012). What factors determine student performance in East Asia? New
evidence from the 2007 trends in international mathematics and science study. Asian
Economic Journal, 26(4), 333-357. doi:10.1111/j.1467-8381.2012.02087.x

Kappe, R., & Vander, H. F. (2012). Predicting academic success in higher education: What’s
more important than being smart? European Journal of Psychology of Education, 27(1),
605-619.

Mirkamali, S. M. (2015). The role of mental health on academic performance of university

students with the meditation of academic achievement motivation. JSR, 16(2), 101-109.

Mohamed, A. A., Dahie, A. M., & Warsame, A. A. (2018). Factors affecting students academic
performance: Case study from University of Somalia in Mogadishu-Somalia. IOSR
Journal of Humanities and Social Science, 23(3), 73-80. doi:10.9790/0837-2303097380

Mushtaq, I., & Khan, S. N. (2012). Factors affecting student's academic performance. Global
Journal of Management and Business Research, 12(9), 17-22.

Olufemi, O. T., Adediran, A. A., & Oyediran, W. O. (2018). Factors affecting students academic
performance in colleges of education in Southwest, Nigeria. British Journal of
Education, 6(10), 43-56.

Singh, S. P., Malik, S., & Singh, P. (2016). Factors affecting academic performance of students.
PARIPEX-Indian Journal of Research , 5(4), 176-178.

Wang, M. C., Haertel, G. D., & Walberg, H. J. (1997). Learning influences. Psychology and
educational practice, 199-211.

Yogendra, N. (2017). A study on the factors influencing on grade point average with special
reference to the third year commerce and management students of eastern university, Sri
lanka. Journal for Studies in Management and Planning, 3(8), 409-417.

Yousef, D. A. (2017). Factors influencing academic performance in quantitative courses among

undergraduate business students of a public higher education institution. Journal of
International Education in Business, 10(1), 12-30. doi:10.1108/JIEB-07-2016-0016

Zins, J. E., Weissberg, M. C., & Walberg, H. J. (2004). Building academic success on social and
emotional learning: What does the research say? Journal of Educational and
Psychological Consultation, 17(2), 191-210.

17
 APPENDIX

Appendix 1

Review of empirical studies

Study Major findings

▪ Observed positive and significant impact of students' profile on
students' performance
▪ Showed negative and insignificant relationship between mother's age
and students' performance
Hijazi and Naqvi (2006)
▪ Identified positive relationship between mother's education and
students' performance
▪ Observed positive relationship between parent's income and students'
performance
▪ Identified positive and significant impact of learning facilities on
student performance
▪ Found positive and significant impact of proper guidance on student
performance
Mushtaq and Khan (2012)
▪ Observed negative and insignificant impact of family stress on
student performance
▪ Identified positive and significant impact of communication on
student performance
▪ Observed significant and positive relationship between general
mental ability and academic performance
▪ Identified significant and positive relationship between home
Dev (2016) environment and academic performance
▪ Identified significant effect of gender on academic performance
▪ Showed significant and positive relationship between interest and
academic performance
▪ Found positive and significant effect of learning facilities on
students' academic performance
Singh, Malik and Singh ▪ Investigated positive and significant effect of communication skills
(2016) on students' academic performance
▪ Determined positive and significant effect of proper guidance from
parents on students' academic performance
▪ Investigated teaching styles as important and influencing factor on
academic performance
▪ Identified English language & communication as important and
Yousef (2017)
influencing factor on academic performance
▪ Showed assessment methods as important and not influencing factor
on academic performance

18
 ▪ Found significant effect of student-related factors on academic
performance of student respondents
▪ Investigated significant effect of school-related factors on academic
performance of student respondents
Alshammari, Saguban,
▪ Determined significant effect of home-related factors on academic
Pesay-an, Altheban and AL-
performance of student respondents
Shammari (2017)
▪ Showed significant effect of teacher-related factors on academic
performance of student respondents
▪ Showed insignificant effect of type of school attended on the
academic performance
▪ Found significant effect of sociocultural factors (except marriage &
family size) on student's academic performance
EI-Massah and Fadly (2017)
▪ Found insignificant effect of student characteristics on student's
academic performance
▪ Observed positive relationship between learning technique and
student academic performance
▪ Showed positive relationship between home related aspects and
Mohamed, Dahie and student academic performance
Warsame (2018) ▪ Found positive relationship between study habits and student
academic performance
▪ Identified positive relationship between physical resource and
student performance
Olufemi, Adediran and ▪ Found strong effect of students' factors on academic performance of
Oyediran (2018) students
▪ Identified serious influence of parental background on academic
performance of students
▪ Observed strong effect of school factors on academic performance of
students
▪ Showed serious influence of teachers' factors on academic
performance of students

19