Factors Influencing Academic Performance of English Literature Students
(1) Universitas Negeri Yogyakarta
(2) Universitas Negeri Yogyakarta
(3) Universitas Negeri Yogyakarta
(*) Corresponding Author
DOI: https://doi.org/10.26858/eralingua.v8i2.65191
Abstract
Abstract. Student success is one of key goals of higher education, thus necessary steps are taken to identify how it can be achieved. However, students vary in their ability and performance in completing their studies with various factors attributing to these variations. This study offers identification of the factors within the context of English language program. Examining students’ perception, it attempts to reveal ways in which personal, internal, and external factors and different stages of study may interact to influence student's academic performance. The primary data was a Google Form Questionnaire to 217 students (n=217) of the English literature study program in a state university in Yogyakarta. Through descriptive statistics, the Likert Rating Scale data were analyzed using R. Qualitative data underwent reduction, categorization, and representation using R Qualitative Data Analysis (RQDA). Findings reveal that the Confirmatory Factor Analysis (CFA) satisfied the goodness of fit criterion. The linear regression analysis using the variables from the CFA model revealed that University Learning Facilities, Liking one’s study program, Courses meeting students’ expectations, and Student's Interest in the courses explained 51.31% of the variation (R-squared=0.513) in Students' Academic Performance. However, lecturers negatively impact students’ success, alongside factors like mental health. Further research through in-depth interviews with alumni could establish a more supportive academic system.
Keywords: CFA, EFA, student’s academic performance, motivation factors, obstructing factors
Full Text:
PDFReferences
Abouchedid, K. (2010). Undergraduate Admissions, Equity of Access and Quality in Higher Education: An International Comparative Perspective. Paper presented at the Towards an Arab higher education space: international challenges and societal responsibilities: Proceedings of the Arab Regional Conference on Higher Education.
Agné, H., & Mörkenstam, U. (2018). Should first-year doctoral students be supervised collectively or individually? Effects on thesis completion and time to completion. Higher Education Research & Development, 37(4), 669-682.
Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English medium instruction programme. Language Teaching Research, 1362168820965510.
Al-Ansi, A. M. (2021). Students Anxiety and Recruitment during COVID-19 Pandemic: Role of University, Specialization and Employment Expectation. Perspektivy nauki i obrazovania–Perspectives of Science and Education, 49(1), 404-413.
Al‐Qahtani, A. A., & Higgins, S. E. (2013). Effects of traditional, blended and e‐learning on students' achievement in higher education. Journal of computer assisted learning, 29(3), 220-234.
Alghamdi, A., Karpinski, A. C., Lepp, A., & Barkley, J. (2020). Online and face-to-face classroom multitasking and academic performance: Moderated mediation with self-efficacy for self-regulated learning and gender. Computers in Human Behavior, 102, 214-222.
Ayala, J. C., & Manzano, G. (2018). Academic performance of first-year university students: the influence of resilience and engagement. Higher Education Research & Development, 37(7), 1321-1335. doi:10.1080/07294360.2018.1502258
Basith, A., Rosmaiyadi, R., Triani, S. N., & Fitri, F. (2020). Investigation of online learning satisfaction during COVID 19: In relation to academic achievement. Journal of Educational Science and Technology (EST), 6(3), 265-275.
Berman, R., & Cheng, L. (2001). English academic language skills: Perceived difficulties by undergraduate and graduate students, and their academic achievement. Canadian journal of applied linguistics, 4(1), 25-40.
Braxton, J. M., & McClendon, S. A. (2001). The fostering of social integration and retention through institutional practice. Journal of college student retention: research, theory & Practice, 3(1), 57-71.
Buckley, P., & Lee, P. (2021). The impact of extra-curricular activity on the student experience. Active Learning in Higher Education, 22(1), 37-48.
Burger, A., & Naude, L. (2020). In their own words - students’ perceptions and experiences of academic success in higher education. Educational Studies, 46(5), 624-639. doi:10.1080/03055698.2019.1626699
Carroll, J. M., Pattison, E., Muller, C., & Sutton, A. (2020). Barriers to bachelor’s degree completion among college students with a disability. Sociological Perspectives, 63(5), 809-832.
Cheng, W., Ickes, W., & Verhofstadt, L. (2012). How is family support related to students’ GPA scores? A longitudinal study. Higher Education, 64(3), 399-420.
Cologon, R. J. (1997). An investigation of comparative indices of background of tertiary entrants against academic performance. Victoria University of Technology.
Covington, M. V. (2000). Goal theory, motivation, and school achievement: An integrative review. Annual Review of Psychology, 51(1), 171-200.
Darolia, R. (2014). Working (and studying) day and night: Heterogeneous effects of working on the academic performance of full-time and part-time students. Economics of Education Review, 38, 38-50.
Dembo, M. H., & Seli, H. (2008). Motivation and learning strategies for college success. Routledge.
Fraser, W. J., & Killen, R. (2003). Factors influencing academic success or failure of first-year and senior university students: do education students and lecturers perceive things differently? South African journal of education, 23(4), 254-263.
Guimarães, J., & Sampaio, B. (2013). Family background and students’ achievement on a university entrance exam in Brazil. Education Economics, 21(1), 38-59. doi:10.1080/09645292.2010.545528
Hassel, S., & Ridout, N. (2018). An investigation of first-year students' and lecturers' expectations of university education. Frontiers in psychology, 8, 2218.
Hair. J. F. Jr., RE. Anderson, R.L., Tatham., & Black, W.C. (2012).Multivariate Data Analysis with Readings. New Jersey, Englewood Clifts, NJ: Prentice Hall.
Häussler, P., & Hoffmann, L. (2000). A curricular frame for physics education: Development, comparison with students' interests, and impact on students' achievement and self‐concept. Science education, 84(6), 689-705.
Hepworth, D., Littlepage, B., & Hancock, K. (2018). Factors influencing university student academic success. Educational Research Quarterly, 42(1), 45-61.
Ishitani, T. T. (2006). Studying attrition and degree completion behavior among first-generation college students in the United States. The Journal of Higher Education, 77(5), 861-885.
Ishitani, T. T., & DesJardins, S. L. (2002). A longitudinal investigation of dropout from college in the United States. Journal of college student retention: research, theory & Practice, 4(2), 173-201.
Kamaşak, R., Sahan, K., & Rose, H. (2021). Academic language-related challenges at an English-medium university. Journal of English for Academic Purposes, 49, 100945.
Kamaşak, R., & Sahan, K. (2023). Academic Success in English Medium Courses: Exploring Student Challenges, Opinions, Language Proficiency and L2 Use. RELC Journal, 0(0). https://doi.org/10.1177/00336882231167611
Killen, R. (1994). Differences between students' and lecturers' perceptions of factors influencing students' academic success at university. Higher Education Research and Development, 13(2), 199-211.
Kutsyuruba, B., Klinger, D. A., & Hussain, A. (2015). Relationships among school climate, school safety, and student achievement and well-being: a review of the literature. Review of Education, 3(1), 103-135.
Lipnevich, A. A., Guskey, T. R., Murano, D. M., & Smith, J. K. (2020). What do grades mean? Variation in grading criteria in American college and university courses. Assessment in education: Principles, policy & practice, 27(5), 480-500.
Lotkowski, V. A., Robbins, S. B., & Noeth, R. J. (2004). The Role of Academic and Non-Academic Factors in Improving College Retention. ACT Policy Report. American College Testing ACT Inc.
Mah, D.-K., & Ifenthaler, D. (2017). Academic staff perspectives on first-year students’ academic competencies. Journal of Applied Research in Higher Education.
Marta, O. F. D., Kuo, S.-Y., Bloomfield, J., Lee, H.-C., Ruhyanudin, F., Poynor, M. Y., . . . Mashfufa, E. W. (2020). Gender differences in the relationships between sleep disturbances and academic performance among nursing students: A cross-sectional study. Nurse Education Today, 85, 104270.
McGaffrey, D. F., Hamilton, L. S., Stecher, B. M., Klein, S. P., Bugliari, D., & Robyn, A. (2001). Interactions among instructional practices, curriculum, and student achievement: The case of standards-based high school mathematics. Journal for Research in Mathematics Education, 32(5), 493-517.
McKinley, J., & Rose, H. (2022). English language teaching and English-medium instruction: Putting research into practice. Journal of English-Medium Instruction, 1(1), 85-104.
Milton, O., Pollio, H. R., & Eison, J. A. (1986). Making sense of college grades. California: Bass Publishers.
Ng, E. M. (2018). Integrating self-regulation principles with flipped classroom pedagogy for first year university students. Computers & Education, 126, 65-74.
Nonis, S. A., & Hudson, G. I. (2006). Academic performance of college students: Influence of time spent studying and working. Journal of education for business, 81(3), 151-159.
Pimdee, P., Ridhikerd, A., Moto, S., Siripongdee, S., & Bengthong, S. (2023). How social media and peer learning influence student-teacher self-directed learning in an online world under the ‘New Normal’. Heliyon, 9(3).
Poort, I., Jansen, E., & Hofman, A. (2019). Intercultural group work in higher education: Costs and benefits from an expectancy-value theory perspective. International Journal of Educational Research, 93, 218-231.
Robbins, S., Davenport, M., Anderson, J., Kliewer, W., Ingram, K., & Smith, N. (2003). The role of motivation and self-regulatory behaviors on first-year college adjustment. Unpublished manuscript. Iowa City, IA: ACT.
Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2020). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 45(11), 2149-2161.
Saunders-Scott, D., Braley, M. B., & Stennes-Spidahl, N. (2018). Traditional and psychological factors associated with academic success: Investigating best predictors of college retention. Motivation and emotion, 42(4), 459-465.
Schoonenboom, J., Johnson, R.B. (2017). How to Construct a Mixed Methods Research Design. Köln Z Soziol 69 (Suppl 2), 107–131. https://doi.org/10.1007/s11577-017-0454-1
Setiawan, C. (2022). Mengontruksi Tema: Konsep dan Panduan Praktis Analisis Data Kualitatif dengan Atlas.ti. Yogyakarta: UNY Press
Steenkamp, L. P., Baard, R. S., & Frick, B. (2009). Factors influencing success in first-year accounting at a South African university: A comparison between lecturers’ assumptions and students’ perceptions. South African Journal of Accounting Research, 23(1), 113-140.
Tinto, V. (1975). Dropout from higher education: A theoretical synthesis of recent research. Review of educational research, 45(1), 89-125.
Tinto, V. (1997). Classrooms as communities: Exploring the educational character of student persistence. The Journal of Higher Education, 68(6), 599-623.
Trevino, N. N., & DeFreitas, S. C. (2014). The relationship between intrinsic motivation and academic achievement for first-generation Latino college students. Social Psychology of Education, 17(4), 729-748
Tus, J. (2020). The influence of study attitudes and study habits on the academic performance of the students. IJARW| ISSN (O)-2582-1008 October, 2(4).
van Rooij, E. C. M., Jansen, E. P. W. A., & van de Grift, W. J. C. M. (2018). First-year university students’ academic success: the importance of academic adjustment. European Journal of Psychology of Education, 33(4), 749-767. doi:10.1007/s10212-017-0347-8
Viviers, H. A., De Villiers, R. R., & van der Merwe, N. (2022). The impact of self-efficacy beliefs on first-year accounting students’ performance: a South African perspective. Accounting Education, 1-24.
Wan, W., & Lanthier, R. (2003). Changes in students' academic performance and perceptions of school and self before dropping out of schools. Journal of Education for Students Placed at Risk, 8(1-2), 51-69.
Wijngaards-de Meij, L., & Merx, S. (2018). Improving curriculum alignment and achieving learning goals by making the curriculum visible. International Journal for Academic Development, 23(3), 219-231. doi:10.1080/1360144X.2018.1462187
Xie, W., & Curle, S. (2022). Success in English medium instruction in China: Significant indicators and implications. International Journal of Bilingual Education and Bilingualism, 25(2), 585-597.
Zimmerman, B. J. (1990). Self-Regulated Learning and Academic Achievement: An Overview. Educational Psychologist, 25(1), 3-17. doi:10.1207/s15326985ep2501_2
Article Metrics
Abstract view : 274 times | PDF view : 1 timesRefbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Eralingua has been indexed by: