FACTORS AFFECTING ACADEMIC PERFORMANCE OF FIRST YEAR COLLEGE STUDENTS OF THE DIVINE WORD COLLEGE OF BANGUED FIRST SEMESTER 2010-2011
Mary B. Gallardo,MST-Math, Alfreinell S. Castillo, BSC, Jessie T. Sibayan, AB, Marianito T. Taeza, AB, and G. Regil D.Valera, BSCE
Registrar’s Office, Divine Word College of Bangued
June 1, 2011.
The objective of this study was to examine factors such as age, gender, high school graduated from, and Grade Point Average (GPA) in fourth year and to identify whether these factors could distinguish differences among students based on academic performance. A survey was made from the available data at the Registrar’s Office. The researchers looked into the records of the first year students of the degree programs namely: Bachelor of Elementary Education (N= 37), Bachelor of Secondary Education (N= 20), Bachelor in Business Administration (N= 53), Bachelor of Science in Nursing (N= 30), and Bachelor of Science in Accountancy (N= 35) a total of 175 subjects. In this particular research, age, school graduated from and gender did not affect academic performance in college among the first year BEEd, BSEd, BSBA, BSAc and BSN students of the Divine Word College of Bangued during the first semester 2010-2011. Academic performance was significantly associated with the grade point average in high school.
Introduction. Learning is a lifetime process. Continues learning equips an individual as a student with a larger tapestry of knowledge, a broader understanding of facts and a better insight on life that will make one a better individual, responsible and upright citizen. In the learning process, the student is the center of education. Studying their different aspects as a student such as age, gender, the school where they finished their secondary education and their general average in fourth year high school as factors that could affect their academic performance is the purpose of this study. According to Sansgiry, S. et al (2006) the grade point average (GPA) still remains as the most common factor used by administrators to evaluate progression in an academic environment. Many factors could act as barriers to students attaining and maintaining a high GPA that reflects their overall academic performance during their tenure in college. Siegfried and Fels (1979) concluded that the students’ attitude is the most important determinant of his/her learning. Gender wise, Williams et al (1992) found no evidence to support the hypothesis that a significant and consistent gender difference exist in college students’ performance in economics examinations. Romer (1993) found that class attendance is reflected significantly on the students GPA. Anderson and Benjamin (1994) found that the most important factors that affect students’ performance were the overall achievement. Kennedy and Tay (1994) concluded in their survey article that the research on the factors affecting students’ performance point out to students’ aptitude as the most important determinant of learning. Devadoss and Feltz (1996) found that previous GPA and motivation positively affect the current GPA. Lane and Porch (2002) studied the factors affecting students’ performance on an introductory undergraduate financial accounting course and found that age and students’ attitude toward accounting have significant effect on the students’ performance. Karemera (2003) found that there is a positive effect of high school performance and school achievement on academic performance. Harb and El-Shaarawi (2006) found that female students have higher GPA than male. Female students outperform their male counterparts. Educators, academicians and policy makers debate on determinants of students’ performance. Studies have been made and point out that hard work, previous schooling, parents’ education, family income and self- motivation as factors that have significant effect on the students’ GPA. This finding...
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