Predictive Model of Student Learning Outcomes
Main Article Content
Abstract
Early detection of student performance factors is essential for universities to develop supportive academic initiatives that suit individual students. This study examines four academic factors, including Grade Point Average (GPA) from Grade 12, GPA of courses taken from the university, course load, and previous course failure in the university, to ascertain the relationship between these factors and course performance. Academic study records of 9048 semesterly student performance in 2021 from an English-speaking international university in Vietnam were quantitatively examined to test the developed theoretical model. The results found a significant correlation between all factors except current course load and student performance. Though such data has been commonly stored in institutional student record systems, the developed academically-based predictive system can provide value to student-support activities and decision-making to enhance student performance early.
Keywords:
Academic performance, early performance detection, academic predictive analytics.
References
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[39] Y. Ten Hoeve, S. Castelein, W. S. Jansen, G. J. Jansen, P. F. Roodbol, Nursing Students' Changing Orientation and Attitudes towards Nursing during Education: A Two Year Longitudinal Study, Nurse Education Today,
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[45] S. Brint, A. M. Cantwell, Undergraduate Time Use and Academic Outcomes: Results from UCUES 2006, 2008.
[46] M. Donnelly, D. McCormack, R. RImmer, Load and Academic Attainment in Two Business Schools, Assessment and Evaluation in Higher Education, Vol. 32, No. 6, 2007, pp. 613-630.
[2] R. Naylor, C. Baik, and S. ArkouDis, Identifying Attrition Risk Based on the First Year Experience, Higher Education Research and Development, Vol. 37, No. 2, 2018, pp. 328-342.
[3] A. J. Elliot, H. A. McGregor, A 2× 2 Achievement Goal Framework, Journal of Personality and Social Psychology, Vol. 80, No. 3, 2001, pp. 501.
[4] E. S. Dedrick, S. M. Suldo, R. A. Roth, S. A. Fefer, Students' Perceptions of Factors that Contribute to Risk and Success in Accelerated High School Courses, The High School Journal, Vol. 98, No. 2, 2015, pp. 109-137.
[5] C. A. Farrington et al., Teaching Adolescents to Become Learners: The Role of Noncognitive Factors in Shaping School Performance-A Critical Literature Review, ERIC, 2012.
[6] C. Nancarrow, Profile of a Quality Learner, Faculty Guidebook: A Comprehensive Tool for Improving Faculty Performance, 2006.
[7] R. Kamaruddin, N. R. Zainal, Z. M. Aminuddin, K. Jusoff, The Quality of Learning Environment and Academic Performance from a Student’s Perception, International Journal of Business and Management, Vol. 4, No. 4, 2009, pp. 171-175.
[8] C. Nevison, D. Drewery, J. Pretti, L. Cormier, Using Learning Environments to Create Meaningful Work for Co-op Students, Higher Education Research and Development, Vol. 36, No. 4, 2017, pp. 807-822.
[9] M. Bore, C. Pittolo, D. Kirby, T. Dluzewska, S. Marlin, Predictors of Psychological Distress and Well-being in a Sample of Australian Undergraduate Students, Higher Education Research and Development, Vol. 35, No. 5, 2016, pp. 869-880.
[10] R. Moloney, D. Saltmarsh, Knowing Your Students' in the Culturally and Linguistically Diverse Classroom, Australian Journal of Teacher Education (Online), Vol. 41, No. 4, 2016, pp. 79-93.
[11] B. Rienties, L. Toetenel, The Impact of Learning Design on Student Behaviour, Satisfaction and Performance: A Cross-institutional Comparison Across 151 modules, Computers in Human Behavior, Vol. 60, 2016, pp. 333-341.
[12] X. Li, C. Conle, F. Elbaz, F. E. Luwisch, Shifting Polarized Positions: A Narrative Approach in Teacher Education, Peter Lang, 2009.
[13] K. McKenzie, R. Schweitzer, Who Succeeds at University? Factors Predicting Academic Performance in First Year Australian University Students, Higher Education Research and Development, Vol. 20, No. 1, 2001, pp. 21-33.
[14] K. McKenzie, K. Gow, R. Schweitzer, Exploring First‐Year Academic Achievement through Structural Equation Modelling, Higher Education Research and Development, Vol. 23, No. 1, 2004, pp. 95-112.
[15] M. Richardson, C. Abraham, R. Bond, Psychological Correlates of University Students' Academic Performance: a Systematic Review and Meta-analysis, Psychological Bulletin, Vol. 138, No. 2, 2012, pp. 353.
[16] D. Andrich, A. Mercer, International Perspectives on Selection Methods of Entry into Higher Education. National Board of Employment, Education and Training [and] Higher Education, 1997.
[17] K. A. D'Souza, S. K. Maheshwari, Factors Influencing Student Performance in the Introductory Management Science Course, Academy of Educational Leadership Journal, Vol. 14, No. 3, 2010, pp. 99.
[18] C. Power, F. Robertson, M. Baker, Success in Higher Education (No. 94). National Institute of Labour Studies, 1987.
[19] E. Seidel, S. Kutieleh, Using Predictive Analytics to Target and Improve First Year Student Attrition, Australian Journal of Education, Vol. 61, No. 2, 2017, pp. 200-218.
[20] D. C. Hall, G. M. Kellar, L. B. Weinstein, Influence of GPA and Learning Environment on Student Learning in Allied Academies International Conference, Academy of Educational Leadership. Proceedings, Jordan Whitney Enterprises, Inc, Vol. 20, No. 2, 2015, pp. 16.
[21] A. P. Barkley, J. J. Forst, The Determinants of First-Year Academic Performance in the College of Agriculture at Kansas State University, 1990-1999, Journal of Agricultural and Applied Economics, Vol. 36, No. 2, 2004, pp. 437-448.
[22] L. Gracia,E. Jenkins, An Exploration of Student Failure on an Undergraduate Accounting Programme of Study, Accounting Education, Vol. 11, No. 1, 2002, pp. 93-107.
[23] V. V. Busato, F. J. Prins, J. J. Elshout, C. Hamaker, Intellectual Ability, Learning Style, Personality, Achievement Motivation and Academic Success of Psychology Students in Higher Education, Personality and Individual Differences, Vol. 29, No. 6, 2000, pp. 1057-1068.
[24] A. Najimi, G. Sharifirad, M. M. Amini, S. D. Meftagh, Academic Failure and Students’ Viewpoint: The Influence of Individual, Internal and External Organizational Factors, Journal of Education and Health Promotion, 2013.
[25] T. L. H. Stewart, R. A. Clifton, L. M. Daniels, R. P. Perry, J. G. Chipperfield, J. C. Ruthig, Attributional Retraining: Reducing the Likelihood of Failure, Social Psychology of Education, Vol. 14, No. 1, 2011, pp. 75-92.
[26] C. Abele, B. Penprase, R. Ternes, A Closer Look at Academic Probation and Attrition: What Courses are Predictive of Nursing Student Success? Nurse Education Today, Vol. 33, No. 3, 2013, pp. 258-261.
[27] M. Houston, R. Rimmer, A Comparison of Academic Outcomes for Business and Other Students, International Journal of Management Education, Vol. 4, No. 3, 2005, pp. 11-19.
[28] F. P. E. Zavala, Bilingualism and Education: Educating at-risk Learners, in Current Issues and Trends in Special Education: Research, Technology, and Teacher Preparation: Emerald Group Publishing Limited, 2010.
[29] J. M. Bormann, D. W. Moser, K. E. Bates, Factors Affecting Student Performance in an Undergraduate Genetics Course, Journal of Animal Science, Vol. 91, No. 5, 2013, pp. 2438-2443.
[30] L. Perera, S. Kanapathippillai, G. Wines, A Comparison of Different Study Load Classifications and Their Association to Student Performance-an Exploratory Study, Asian Review of Accounting, 2016.
[31] N. Hartnett, J. Römcke, C. Yap, Student Performance in Tertiary‐level Accounting: an International Student Focus, Accounting and Finance, Vol. 44, No. 2, 2004, pp. 163-185.
[32] S. S. Sansgiry, M. Bhosle, K. Sail, Factors that Affect Academic Performance Among Pharmacy Students, American Journal of Pharmaceutical Education, Vol. 70, No. 5, 2006.
[33] K. Struyven, F. Dochy, S. Janssens, S. Gielen, On the Dynamics of Students' Approaches to Learning: The Effects of the Teaching/Learning Environment, Learning and Instruction, Vol. 16, No. 4, 2006, pp. 279-294.
[34] J. Pitzer, E. Skinner, Predictors of Changes in Students’ Motivational Resilience over the School Year: The Roles of Teacher Support, Self-appraisals, and Emotional Reactivity, International Journal of Behavioral Development, Vol. 41, No. 1, 2017, pp. 15-29.
[35] M. Baeten, F. Dochy, K. Struyven, The Effects of Different Learning Environments on Students’ Motivation for Learning and their Achievement, British Journal of Educational Psychology, Vol. 83, No. 3, 2013, pp. 484-501.
[36] W. Hung, Intrinsic and Extrinsic Intentional Learning: The Difference Made by Self-Determination, Australian Journal of Education, Vol. 58, No. 1, 2014, pp. 50-58.
[37] M. Vansteenkiste, E. Sierens, B. Soenens, K. Luyckx, W. Lens, Motivational Profiles from a Self-determination Perspective: The Quality of Motivation Matters, Journal of Educational Psychology, Vol. 101, No. 3, 2009, pp. 671.
[38] R. H. Stupnisky, R. P. Perry, N. C. Hall, F. Guay, Examining Perceived Control Level and Instability as Predictors of First-Year College Students’ Academic Achievement, Contemporary Educational Psychology, Vol. 37, No. 2, 2012, pp. 81-90.
[39] Y. Ten Hoeve, S. Castelein, W. S. Jansen, G. J. Jansen, P. F. Roodbol, Nursing Students' Changing Orientation and Attitudes towards Nursing during Education: A Two Year Longitudinal Study, Nurse Education Today,
Vol. 48, 2017, pp. 19-24.
[40] B. Banai, V. Perin, Type of High School Predicts Academic Performance at University Better than Individual Differences, Plops one, Vol. 11, No. 10, 2016, pp. e0163996.
[41] Y. Mo, K. Singh, Parents’ Relationships and Involvement: Effects on Students’ School Engagement and Performance, RMLE Online, Vol. 31, No. 10, 2008, pp. 1-11.
[42] W. Law, A. J. Elliot, K. Murayama, Perceived Competence Moderates the Relation between Performance-Approach and Performance-avoidance goals, Journal of Educational Psychology, Vol. 104, No. 3, 2012, pp. 806.
[43] C. H. Pham, M. Nkhoma, Security Compliance-New Insight from Goal Orientations and Self-regulation Theory, Journal of Systemics, Cybernetics and Informatics, 2015, pp. 56-61.
[44] D. Radosevich, D. Radosevich, M. Riddle, P. Hughes, Goal Orientation as a Predictor of Cognitive Engagement, Performance, and Satisfaction, Journal of Academy of Business and Economics, Vol. 8, No. 3, 2008, pp. 46-55.
[45] S. Brint, A. M. Cantwell, Undergraduate Time Use and Academic Outcomes: Results from UCUES 2006, 2008.
[46] M. Donnelly, D. McCormack, R. RImmer, Load and Academic Attainment in Two Business Schools, Assessment and Evaluation in Higher Education, Vol. 32, No. 6, 2007, pp. 613-630.
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