Factors that affects student’s academic performance. How do we improve student learning on campus?

Factors affecting students’ academic performance

Various research reviews appears to agree with the theory that the academic performance of students is dependent on psychological, socio-economic, as well as environmental factors. According to these research findings, some of the factors that have an impact on the academic performance of students include learning abilities due to the claim that students should and can learn at higher levels; nonetheless, this should not be seen as a hindrance as other factors like gender, sex, and race also impacts on the academic performance of students (Ali, Akhter, Shahzad,., Sultana & Ramzan Hansen, 2011). A student’s self-concept will also have an impact on his/her academic performance. Self-concept plays a very significant role in the formation of personality. Self-concept therefore affects an individual’s self-esteem and as such, it influences his/her feelings, emotions, relationship with others, and values, and personal behavior. For a long time now, educational psychology has attempted to examine various forms of predictive and associative relationships that exists between on the one hand, academic performance and on the other hand, self-concept (Chickering 1969 ). Although there are numerous studies that have been dedicated to the study of the aforementioned association, nonetheless, we lack any conclusive studies that succinctly define how the two variables are linked. Nonetheless, researchers have come up with a number of theories on the relationship between academic performance and self-concept (Donelson et al, 2011). One of these hypothesis states that self-concept is determined by academic performance. Academic experiences of failure or success impact hugely on the self-image and self-concept of students as explained by the social comparison theory. Another hypothesis holds that the degree of an individual’s academic performance often determined the levels of self-concept.

Besides self-concept, social factors will also have an impact on the academic performance of students. The social factors include among others, organizations and clubs, romantic relationships, and sports activities. The day-to-day life of a university student results in new eating and sleeping habits, new responsibilities, and increased workload (D'zurrilla & Sheedy, 1991). University students are more likely to be affected by stress based on the transitional nature of their lives while in college. They are often required to make constant changes, such as striking a balance between being at school and thinking about home, and at the same time, strike a balance between a new social environment and academic success (2001). Although these daily stressors may not lead to anxiety on their own, nonetheless, stress may come about due to the association between an individual’s reaction and perception to such stressors, and how he/she reacts to them.

In addition, the ability of an individual to effectively deal with stressful situations or events also influences their stress levels to a great extent. Thus, environmental stress can be ease by a romantic relationship. An intimate relationship entails sensitivity, responsiveness, trust, and commitment. In the case of a student, they must also try to attain academic balance. On the other hand, Zimmer (2001) has noted that dating can impact on a student’s emotional well-being in a positive way. In their study on academic performance, motivation and dating among high school students in the state of California, US Quatman, et. al. (2001) discovered that those student who had regular dates achieved low academic grades. The study supported an important link between academic achievement and dating status, which may lead to a lot of problems among college students. Although an intimate relationship is beneficial to the emotional well-being of a student, on the other hand, being excessively involved in dating can affect the health and psychosocial function of students negatively.

A number of scholars have attempted to explain the positive link between economic circumstances, students’ achievements, and the likelihood of dropping out of school (Martin, 2004). Ali et al (2011) examined the effects of qualification distance from college and age on the performance of students. In this regard, the scholars did not find any positive association between such factors as place of residence, age, and sex on student performance. In addition, students residing near the institution of higher learning tend to perform better (Berger 1977). Moreover, the socio economic background of a student has an impact on the academic performance of a student. Winston and colleagues (2002) decided to determine how the time-distance behavior of a student (level of impatience) affects his/her academic performance.

The kind of group that a student associates with can also have an impact on his/her academic performance. For example, if a student associate weak students, he/she is likely to perform dismally academically. On the other hand, students who associate with strong students, he/she is likely to perform better academically (Kerssen-Griep, & Trees, 2003). . For example, Sacerdote (2001) discovered that academically strong roommates influence the academic performance of a student positively. Although a lot of factors influence the academic performance of students, however, weak peers are likely to lower the grades of otherwise strong academic students. Also, a number of practices that college administration in institutions of higher learning adopts such organized study groups and residential colleges are very important because they assist students to increase their academic performance.

Kerssen-Griep, Hess, and Tree. (2003) conducted research that showed an interaction between interaction in school and learning motivation. The study revealed that the manner in which students perceive instructional behavior affects their involvement in academic affairs. In another study, Jackson, Weiss, Lundquist, and Hooper (2003) have sought to assess the link between academic performance and cognitive motivation. The researchers have noted that motivation can be increased by increased school activity. In another study, Paul and White (1990) have studied how academic achievement is affected by extracurricular activity among students in a senior high school. They discovered a high correlation between academic performance and extracurricular activities. Their results appears to support the theory of Mynell who argues that a student’ grade point average is likely to increase if he/she partakes in school activities (Baumeister & Leary, 1995). The involvement of students in cults while in college can also impact on their academic performance. A cult resembles any other association in terms of ranks, or hierarchy, but its activities tend to be secretive. It is very hard for students to find a balance between membership to students’ cults and academic performance.

How do we improve student learning on campus?

On the basis of the influencing variable in as far as the academic performance of students is concerned, priority should be given to psycho-pedagogic interventions in order to aid in changing the level of achievement of scholars, because this impacts on their self-concept. Prior research and theory suggest that the way in which students perceive control over their outcomes and the possession of a feeling of self-worth impacts on their academic achievement. As such, if we can encourage these students to construct their academic outcomes and/or sense of self-worth, we are likely to promote their academic achievement. The administration at the institutions of higher learning should encourage students to engage in extra curriculum activities because of the reported positive influence on the academic performance of students.

In addition, extra curriculum activities keeps students busy and involved, meaning that they are less likely to engage in bad behaviors such as the abuse of drugs and alcohol, activities that affects one’s academic performance negatively (Donelson et al, 2007 ).

Studies have also revealed that strong roommates are likely to impact positively on the academic performance of students, especially during their first year in college.

Consequently, the administration should endeavor to develop mentoring programs in colleges whereby those students who are strongly academically have the chance to talk to and motivate their counterparts who are finding it hard to cope with their academic work. One of the common complaints among college students is decreased intrinsic motivation, and it has also been associated to poor academic performance among such students. Because the development of cognitive functions is also grade dependent, this also impacts on the students’ academic performance (Kerssen-Griep , 2003). There is a general consensus among school that motivation influences the learning process positively because of its role in sustaining, giving direction to, and stimulating the learning process. Students who are highly motivated usually need less guidance from their instructors, in comparison with students who are less motivated. In addition, such students are also likely to work independently and also achieve complicated task. Consequently, this may result in the achievement of higher academic performance.

More often than not, students can be motivated to perform better academically by the prevailing environmental conditions in the learning institution and for this reason, there is need for administrators in the institutions of higher learning to ensure that the learning environment is ideal so that students can perform better academically. Other factors that play a significant role in motivating students to perform well academically include peer and teacher approval, as well as parental pressures. As such, both teachers and parents should ensure that they give proper guidance and lead by example, so that the students have riel models to look up to in their quest to perform better academically.

Conclusion

The academic performance of a college student can be affected by a number of factors, including the socio, economic, and emotional factors. In addition, college students are faced with a lot of distractions while at school and if they are not disciplined enough, they are likely to perform poorly academically. If at all we desire to improve the academic performance of college students, all the stakeholders involved needs to make a concerted effort to ensure that a reverse trend of the situation has occurred. The first step is to recognize the problem. Students should be motivated to work hard at their academic work. This way, they stand a chance to boost their self-concept and by extension, help them to achieve academic performance. In addition, it is important to encourage college students to participate in extra-curriculum activities. Furthermore, it is also important to train students on the need to be self-motivated because such individuals are likely to perform better academically.