Project Abstract

Abstract
The academic performance of university students is influenced by a myriad of determinants that can be broadly categorized into personal, academic, and external factors. This study aims to explore and analyze the various factors that impact the academic achievements of university students in order to provide insights for improving student success rates. Personal determinants such as motivation, self-discipline, time management skills, and mental health play a significant role in shaping a student's academic performance. Students who are intrinsically motivated, possess strong self-discipline, effectively manage their time, and maintain good mental health are more likely to excel academically. On the other hand, factors like procrastination, lack of motivation, poor time management, and mental health issues can hinder academic success. Academic factors including prior academic achievement, study habits, attendance, and engagement in class also heavily influence a student's performance in university. Students with a strong academic background, effective study habits, regular attendance, and active participation in class tend to perform better than those who lack these academic qualities. Additionally, access to academic resources and support services can further enhance a student's academic performance. External determinants such as socio-economic background, family support, peer influence, and campus environment are external factors that impact a student's academic success. Students from disadvantaged socio-economic backgrounds may face additional challenges in pursuing higher education, while those with strong family support systems and positive peer influences are more likely to thrive academically. Furthermore, a conducive campus environment that fosters learning, provides academic support services, and promotes student engagement can positively impact academic performance. Understanding the multifaceted determinants of academic performance among university students is essential for educators, policymakers, and stakeholders in higher education to develop effective strategies and interventions to support student success. By addressing personal, academic, and external factors that influence academic performance, universities can create a supportive environment that empowers students to achieve their full academic potential. This research study employs a mixed-methods approach, including surveys, interviews, and academic data analysis, to comprehensively examine the determinants of academic performance among university students. The findings from this study will contribute valuable insights to the existing literature on student success and inform evidence-based practices for enhancing academic outcomes in higher education.

Project Overview

INTRODUCTION

1.1 BACKGROUND TO THE STUDY

University students are potential nation builders who aspire to become engineers, doctor, managers, and scientists and materialize a nation’s dreams. Students in every discipline in universities have many obstacles to overcome in order to achieve their endeavor of optimal academic performance. These obstacles constitutes major determinant to the academic performance of university students. The Grade Point Average (GPA) system as an indicator of academic performance is used by many universities in Nigeria and other parts of the world (James & Chilvers, 2001; Nguyen, Allen, & Fraccastoro, 2005; Svanum & Zody, 2001). Factors that could reduce hurdles for achieving and maintaining the required GPA needs to be identified and improved by university administrators, faculty members, and students (Womble, 2003). Several determinants could act as barriers to students’ attaining and maintaining a high GPA that reflect their academic performance during their stay at the university. These determinants may be cognitive and learning factors, social activities, job responsibilities, caring for children, and stress (Devadoss & Foltz, 1996; Hatcher, Prus, Englehard, & Farmer, 1991). Cognitive and learning issues such as academic competence, test competence, time management, strategic studying, and test anxiety are some determinants that a student may have to consider to be a high achiever (Sansgiry, Bhosle, & Sail, 2006; Womble, 2003). Many studies have reviewed these determinants individually (McFadden & Dart, 1992), but none have evaluated them collectively and specifically in university students from Nigeria. These determinants could be targeted by the university personnel in developing strategies to improve student learning and to improve their academic performance.According to Kleijn, Ploeg, and Topman (1994), academic competence is dependent upon how well the student manages their course load described in their curriculum. Academic competence is also indicative of the extent to which the curriculum is interesting for students to enjoy their classes. There is a significant positive association of academic competence and academic performance (Sansgiry et al., 2006). Moreover, better academic competence has been found to be not only pivotal in ensuring better academic performance but also in the likelihood of retaining students in educational institutions (Ishitani & Desjardins, 2002; Tinto, 1975).Another determinant which can be considered as a reflection of appropriate management of study materials by students for their examinations is test competence (Topman et al., 1992). Kleijn et al. (1994) defined test competence as student’s ability to deal and muddle through the amount of course material for examinations.The poor performance of students which has become a challenging problem for the academic community has wide ranging implications for national development. Students perform poorly because the institutions have failed to create the environment that is accommodating and conducive to their learning and educational needs (Harb & El-Shaawari, 2006). The facilities available in most Nigerian Public Universities do not suffice in enhancing students learning and performance. Students therefore find it difficult to cope with the workload.

Performance is vital because the level of success students achieve from the University has far-reaching implications for their personal and professional lives. Students’ performance impact on their career choice, personal income and level of success, as well as the degree of participation in community life (Grainen, 1995). Although a number of some personal and social factors such as family income, self-motivation, inability to manage school work and students’ personal circumstances, amongst others have contributed to the declining performance of many students, their impact vary with context (Park & Kerr, 1990). Considering all these, this study seeks to examine the determinants of academic performance of a university student.

1.2 STATEMENT OF THE PROBLEM

University is one of the places where a systematically organized and scientifically oriented education is offered. It is through such an organized manner that the knowledge, skill and desired attitude of the learner develop, but in a given class it is sometimes seen that there is a difference in academic performance as a result of different determinants that affect the academic performance of students. The researcher is curious of determining the relationship between quality teachers, family social status, peer group, availability of textbooks, reading culture, time management, test competence etc and the academic performance of university students, hence, the need for this study on determinants of academic performance of a university student.

1.3 RESEARCH QUESTIONS

1. What are the determinants of academic performance of a university student?

2. Is reading habit a determinant of academic performance of a university student?

3. Is quality of teacher a determinant of academic performance of a university student?

4. Is social status a determinant of academic performance of a university student?

1.4 OBJECTIVES OF THE STUDY

1. To examine the determinants of academic performance of a university student.

2. To find out if reading habit is a determinant of academic performance of a university student.

3. To find out whether quality of teacher is a determinant of academic performance of a university student.

4. To find out if social status is a determinant of academic performance of a university student.

1.5 SIGNIFICANCE OF THE STUDY

The outcome of this study is significant theoretically based on the fact that it will help government through the ministry of education and other education administrators in identifying the factors determining the academic performance of a university student. These determinants can be regulated by education administrators towards increased student academic performance.Empirical significance of this study is that it will be a contribution to the body of literature in the area of the determinants of university student’s academic performance, thereby constituting the empirical literature for future research in the subject area

This study is methodologically significant based on the use of primary information obtained directly from the university students. It revealed the factors determining university student’s academic performance as it is being experienced currently. The result thereby reveals the recent determinants of a university student academic performance.

1.6 SCOPE/LIMITATIONS OF THE STUDY

This study is limited to the students of the University of Benin, Benin City, Edo State. It will also cover the determinants of their academic performance.