FACTORS AFFECTING STUDENTS’ PERFORMANCEA Case Of Private CollegesSyed Tahir Hijazi
1
andS.M.M. Raza Naqvi
2
Abstract:
Many empirical studies are carried out to explore factors affecting college students’ performance. The focus of this research is that student performance in intermediate examination isassociated with students’ profile consisted of his attitude towards attendance in classes, time allocation for studies, parents’ level of income, mother’s age and mother’s education. The research is based on student profile developed on the bases of information and data collected through survey from students of a group of private colleges. Public sector educational institutions are not the focus of this study.
IntroductionMeasuring of academic performance of students is challenging since studentperformance is product of socio-economic, psychological and environmentalfactors. For the last 20 years, education in Pakistan is growing as a profitableindustry with prime objective of maximizing profit by delivering high qualityeducation that produces well-educated, skilled, mannered students according toneeds and requirements of the dynamically growing market. That’s why thescope of research is always there to find out what are the factors that affect theperformance of the students. There are two groups of students as generallyperceived i.e. those who improve and those who don’t improve. This study cancontribute to find out the factors, which are responsible for student’s inelasticbehavior towards study along with identifying those factors, which help a studentto make progress in his studies. This study focuses on investigating the factorsaffecting performance of 3 rd and 4 th year college students equal to Europeans standard K-12 and K-14. A survey was conducted to collect information andresponses of students, regarding factors affecting their performance.Review of LiteratureAll of the research reviews support the hypothesis that student performancedepends on different socio-economic, psychological, environmental factors. Thefindings of research studies focused that student performance is affected bydifferent factors such as learning abilities because new paradigm about learningassumes that all students can and should learn at higher levels but it should notbe considered as constraint because there are other factors like race, gender,sex that can affect student’s performance. (Hansen, Joe B.2000). Some of theresearchers even tried to explain the link between students achievements,economic circumstances and the risk of becoming a drop-out that proved to bepositive (Goldman, N., Haney, W., and Koffler, S., 1988, Pallas, A., Natriello, G.,
1 Dean, Faculty of Business Administration and Social Sciences, Mohammad Ali JinnahUniversity, Islamabad, Pakistan.
2
Associate Professor, Faculty of Commerce, Punjab College of Commerce, 6 th Road, Rawalpindi, Pakistan. Bangladesh e-Journal of Sociology. Volume 3. Number 1. January 2006.
2McDill, E., 1989, Levin, H., 1986) B.A Chansarkar and A. Mishaeloudis (2001),explained the effects of age, qualification distance from learning place etc. on student performance. The performance of students on the module is not affectedby such factors as age, sex and place of residence but is associated withqualification in quantitative subjects. It is also found that those who live near theuniversity perform better than other students.Yvonne Beaumont Walters, kola soyibo,(1998) further elaborated that studentperformance is very much dependent on SEB (socio economic back ground)asper their statement, “High school students’ level of performance is withstatistically significant differences, linked to their gender, grade level, schoollocation, school type, student type and socio-economic background (SEB).”Kirby, Winston et al. (2002) focused on student’s impatience (his time-discountbehavior) that influences his own academic performance.Goethe found out that weak students do better when grouped with other weak students. (As implied by Zajonc’s analysis of older siblings (1976) it shows thatstudents’ performance improves if they are with the students of their own kind.There are often different results by gender, as in Hoxby’s K-12 results (2000);Sacerdote (2001) finds that grades are higher when students have unusually

academically strong room mates.The results of Zimmerman (1999, 2001) were somewhat contradictory to Goetheresults but again it proved that students performance depends on number of different factors, it says that weak peers might reduce the grades of middling orstrong students.(Alexander, Gur et al. 1974; Fraser, Beamn et al. 1977) explained that some of the practices adopted by college administration in higher education likeresidential colleges or organized study groups also help to increasesperformance.Keeping in view all of the variables discussed by different researchers we havechosen only those variables that are recognizable in Pakistani setting.The Objective of this StudyDuring the past several years a number of valuable studies have been added toexisting body of knowledge developing various models to asses the studentperformance how ever most of the studies relied on the advanced developedsocieties as their setting. No doubt there are slight variations in terms of theirdatabase methodological approach and sample selection. Unfortunately it wasnot possible to use a setting which involves a number of less developed nationsfor want of necessary data hence as a start we have chosen Pakistan as asurrogate for developing countries.The contribution of this paper to the literature is twofold. First, the model tested isa new integration of different variables in developing country’s setting likePakistan, i.e. mothers age, mothers education, family income, study hours, classattendance percentage. The second contribution is to demonstrate the impact of these variables on student performance in the same setting.
Bangladesh e-Journal of Sociology. Volume 3. Number 1. January 2006.
3A major contribution of this study lies in the demonstration of a large impact of the role of mothers on students’ performance. This concept not only includes thereliability and consistency of social structure, but also assumes a higher level of involvement of the mothers’ in influencing the students. It highlights the strategicrole of mothers and their contribution to competitive advantage among students.Our approach is to focus on what we feel is one of the ultimate goal i.e. studentperformance. Our view is that by focusing different factors that influence studentperformance would help us to improve student through managing their profile.Our suggestion is that the paradigm on student profile for performance, considerthe following possibilities. The most important, student may be able to achieve

superior performance via personal traits, genetic code or any other such factoreven then proper profiling can help us to address different deficiencies.It is also possible that some of the factors that have received significant attentionin the literature will prove to be only weakly related to student performance in thisstudy. However, in the student performance literature, the closest thing to aconceptual framework is the emphasis on combination of different factors thatare expected to influence the student performance i.e. nutrition, food tickets,government support for education, room-mates, effort, distance from learningplace, age, gender, etc we have chosen our own combination of factors asdiscussed earlier keeping in view native setting.In addition, work in this area has the potential to provide important suggestions toimprove standard and quality of education and performance of student that is byno means deniable in a developing country like Pakistan.MethodologyStatistical techniques including regression analysis were used as a methodology.Data collected was primary through a well-defined questionnaire. A sample of private colleges was taken where these variables were recognized and responsewas clear and understandable. Public sector educational institutions were not thefocus of this study. A sample of 300 students was taken from a group of colleges.Students were grouped in a classroom they were briefed clearly about thequestionnaire and it took on average half an hour to fill this questionnaire.Selection of students was at random. Out of these students, only those wereselected at random who were voluntarily willing to fill the questionnairesThe data was collected using a questionnaire administrated by the teachers of the graduate class in the 5thmonth of 4thyear. The questionnaire dealt mainlywith student profile based on his attitude towards study, strictness, attendance,age, previous academic achievements, etc. All 300 questionnaires were filledwith the response rate of 100% out of which 75 were females and 225 weremales.The sample age composition was from 18 years to 22 years of age at maximumbecause Punjab University of Pakistan doesn’t allow students over 22 years of age to be admitted in graduate classes.HypothesisTo verify these relationships a hypothesis is formed based on student profile

be, in intermediate examination or k12 as per European standards are the resultsof the profile he or she keeps. Although the questionnaire was open ended butlater data collected was converted on 5-point Likert scale due to different types of answers for convenience in computationMothers’ age were measured like below 35 years of age is considered as young35years to less then 40years as middle aged, 40years to less then 45years somewhat aged, 45years to less then 50years as aged and above 50years of age isconsidered as very aged keeping in view the culture and customs of earlymarriages in a developing country like Pakistan.
Bangladesh e-Journal of Sociology. Volume 3. Number 1. January 2006.
6Similarly mothers education was asked as, not educated, can read n write up to08 years of education, some what educated up to 12 years of education,educated up to 14 years of education and highly educated up to 16 years of education because in Pakistan PhDs are not as common as in developedcountries so masters degree is considered as highly educated.Family income were asked per annum in five brackets like below 10,000 as verypoor, 10,000 to 20,000 as poor, third bracket were above 20,000 t0 30,000 asmiddle income class, fourth bracket were above 30,000 to 40,000 as abovemiddle class and fifth bracket were above 40,000 as rich class.Hours spent on studies after attending the college were asked in five brackets,1st was “I never study after attending the college”,2nd was “I study only when there are exams or test after attending the college”,3rd was “yes I study” if student is spending one hour on studies after attending thecollege,4thwas “I am hard working” if student is spending two to three hours afterattending the college and5th was “I am very hard working” if student is spending four to six hours afterattending the college.Attendance percentage was collected from college authorities and measured as… highly irregular if it is less then 75%
Irregular if it is 75% to less then 80%Somewhat regular if it is 80% to less then 85%Regular if it is 85% to less then 90% andHighly regular if it is above 90%Intermediate results were collected from college authorities and measured asIf student has claimed less then 40% it is taken as bad performance, poorperformance if marks are 40% to less then 50%, average performance if marksare 50% to less then 60%, good performance if marks are 60% to less then 70%and excellent performance if marks are 70% and above. In Pakistan examinationis conducted on annual bases (marks are categorized in 1 st division, 2 nd divisionand 3rd division) and keeping in view other examination standards we cannot gofor European grading standards.Overview of Data CollectedStudent’s attitude towards time allocation for study shows that 44% of the samplespends 2 to 3 hours in study on daily bases while 28% of the sample studiesnear exam or test, otherwise this group of students is indifferent to studies whichshow that a proper schedule of tests and exam can keep students on track.
Bangladesh e-Journal of Sociology. Volume 3. Number 1. January 2006.
7Students attitude towards attendance in class is reflected through the this piechart which shows that 74% of the students maintain their attendance from 91%to 100% and 23% from 81% to 90%.
Student’s family income data shows that most belong to middle class family with29% earning 10,000 and 37% from 10,000 to 20,000 rupees per month thatmakes it 66% of the total sampleRESULTSWe mostly relied on multiple regression technique for data analysis because of the multivariate relationship of our model.Study Hours
14%44%13%28%1%4 to 6 hrs2 to 3 hrs1 hr Near TestI never study
Family Income29%37%15%10%9%00,000 to10,00010,000 to
20,00020,000 to30,00030,000 to40,00040,000 andaboveAttendance Percentage
74%22%3%1%91% to 100%81% to 90%71% to 80% Below 70% Bangladesh e-Journal of Sociology. Volume 3. Number 1. January 2006.
8Table 2: Results of Regression AnalysisSummary Output of Regression AnalysisRegression StatisticsMultiple R 0.72139R Square0.520403Adjusted R Square0.400504Standard Error0.084872F Stat4.340334Coefficients Standard Error t StatIntercept -0.253130.361194-0.70081Attendance average1.0269120.3354863.060963Study hours-0.002090.001226
-1.70222Family income-5.8E-071.37E-06-0.42256Mother Age-0.004530.002895-1.5643Mother Education0.0121930.0036493.341809The R square value is .24, that proves that student performance is the product of many socio economic and other factors as we build our arguments in literaturereview which means five of the variables together can explain 24% of theperformance of student; rest of 76% is explained by other factors not mentionedin our regression model.Comparison of Expected results and Result of the STUDYVariable ExpectedrelationshipExplanationResults of studyAttendance in class PositiveA regular student is moreserious in studiesPositiveFamily incomePositiveIt is assumed affluence givesmore facilities to learnNegativeStudy hours perday after collegePositiveIt is assumed that more studyhours results in goodgrade/division/performanceNegativeMother’s ageNegativeMore age means less controlon children
NegativeMother’s educationPositiveEducated mothers help thechildren to improvePositiveDiscussionThe objective of this study was to quantify the relationship between the differentfactors that are considered responsible of affecting the students’ performancealong with providing base for further research regarding student performance.
Bangladesh e-Journal of Sociology. Volume 3. Number 1. January 2006.
9Selecting these combination of variables do have some objectivity because in asetting like Pakistan it is the need of time to highlight the role of the half of thepopulation, like any other developing country in Pakistan Fathers usually remainabsent from home due to their job hours and women are still considered of lessimportance, less influential and with minimum role, our research have shown thatempowerment to mothers on different fronts can lead to better educated societythose students are performing well who are with educated mothers as comparedto those who are with illiterate mothers. As It was assumed that the relationshipbetween dependent variable and student mother’s education are positivelyrelated, this relation is accepted by the coefficient value 0.39735317 and positivehighly significant t-value 2.315477266 as it was assumed that educated motherscan help their children to improve and can keep proper check on their activities.Mothers’ age also appeared to be important factor young mothers can easilyhandle their children as compared to aged mothers. As it was expected becauseof prevailed myth that the relationship between dependent variable and student’smother age is negatively related it is proved by the coefficient value-0.134639006 and negative insignificant t-value -0.826250959 because the agedmothers have less control over their children that affects the student’sperformanceIt was expected that the relationship between dependent variable and studentattitude towards attendance is positive because regularity shows the effort andseriousness of student about his or her studies. This relation is proved by thecoefficient value 0.372871617 and with significant t-value 1.28825936 in ouranalysis, which reflects that regularity in college, does contribute in student’s performanceIt is believed that the relationship between dependent variable and student familyincome is positive because money can buy you all the comforts that you need toconcentrate on your studies but the result could not prove this relation becausethe coefficient value -0.048344111 and negative insignificant t-value-0.338615111 shows there is inverse relation. It means students belonging tomore prosperous/affluent family do not give proper weight to studies althoughthis value is very small but still it reflects the insignificance of affluence i.e.affluence can not make a student serious about his studies or if a student wantsto study then affluence is not a prerequisite. but still it requires more research toexplain this phenomenon.It is still believed strongly that the relationship between dependent variable andstudent attitude towards time allocation for study per day after college arepositively related but the result could not prove this relation because thecoefficient value -0.007522501 and negative insignificant t-value -0.046346612show there is a negative relation. It means more study hours are not significantas far as student performance is concerned. It may depend on intelligence level,intellect, memory or method of learning of the student although this value is verysmall yet it reflects the effect of personal characteristics of student. Furtherresearch is required to explore this relation.NOTE:
Regression effect can affect on extremes, resulting in exaggerated gains for lowachieving studentsand artificially suppressed gains for high achieving students. Students who score near thelower end of a score distribution may be assumed to have more negative measurement error in their scoresthan those who score near the middle of the distribution. Conversely, those who scorenear the upper end of the distribution may be expected to have a disproportionate share of positivemeasurement error in their scores. On a subsequent testing the redistribution of random error will havethe effect of Bangladesh e-Journal of Sociology. Volume 3. Number 1. January 2006.
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moving the means of each of the groups closer to the mean of the general population from which theyare drawn (Talmadge, 1976)
References
B. A. Chansarkar and A. Michaeloudis, (2001)Student profiles and factors affecting performance Int. j. math. educ. sci. technol., 2001, vol. 32, no. 1, 97–104, Pp 103-104 Baxter, A. and Hatt, S. (2000)`Everything Must Go: A Study of Clearing and First Year Progression’ Journal of Further and Higher Education Vol 24 No 1 pp5-14C. Ricketts, S. J. Wilks, (2002),”Improving Student Performance Through Computer-based Assessment:insights from recent research “ Assessment & Evaluation in Higher Education, Volume 27, Number 5, 1, pp. 475-479(5)George R. Goethals (October, 2001)“Peer effects, gender, and intellectual performance among students at a highly selectivecollege: a social comparison of abilities analysis” Discussion Paper-61Gordon c. Winston, David j. Zimmerman, (January 2003)“Peer Effects In Higher Education” NBER Working Paper No. 9501, JEL no I21 Hansen, Joe B. (April 2000)“Student Performance and Student Growth as measure of success: A evaluator’s perspective” Paper presented at annual meeting of the American Educational Research Association New Orleans, Louisiana, April 25, 2000 Jessica Hoel, Jeffrey Parker, and Jon Rivenburg (August 2005)“A Test for Classmate Peer Effects in Higher Education” Institutional Research at Reed College. Patrick J. McEwan, Kristen A. Soderberg (March 2004)“Roommate effects on grades: Evidence from first-year housing assignments”Social Science Summer Research Program at Wellesley College. Russell, M., Haney, W. (January 1997)Testing Writing on Computers: An Experiment Comparing Student Performance on TestsConducted viaComputer and via Paper-and-Pencil Volume 5 Number 3, ISSN 1068-2341.Sacerdote, Bruce. (2001) Peer effects with random assignment: results for dartmouth roommates
The Quarterly Journal of Economics, Volume 116, Number 2, 1 May 2001, pp. 681-704(24)Yvonne Beaumont-Walters, Kola Soyibo (1998)“An Analysis of High School Students' Performance on Five Integrated Science ProcessSkills” Research in Science & Technical Education, Volume 19, Number 2 / November 1, 2001 Pp 133 - 145 Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation(pp. 13-39). San Diego: Academic Press. of 16
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FACTORS AFFECTING STUDENTS PERFORMANCE
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