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This document provides a review of related literature on factors that affect academic performance and success of university students. Several studies are summarized that examined different predictors of academic performance, including learning abilities, gender, race, family income level, attendance, grant aid, high school performance, and learning style. Time spent in class and class schedules are also discussed as factors influencing student achievement and outcomes. Block scheduling is shown to improve school climate by allowing more concentrated time for students and teachers.

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3K views

RRL

This document provides a review of related literature on factors that affect academic performance and success of university students. Several studies are summarized that examined different predictors of academic performance, including learning abilities, gender, race, family income level, attendance, grant aid, high school performance, and learning style. Time spent in class and class schedules are also discussed as factors influencing student achievement and outcomes. Block scheduling is shown to improve school climate by allowing more concentrated time for students and teachers.

Uploaded by

Barney Stins
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© © All Rights Reserved
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Review of Related Literature

Academic Performance and Success


Student’s academic performance and graduation rates have been the
area of interest for higher education institutions. Investigation of factors
related to the academic performance of university students become a topic of
growing interest in higher educational circle. Many recent studies were carried
out to explore factors that affecting university student’s academic
performance. Hanson (2000) reported that Student performance is affected by
different factors such as learning abilities, gender and race. Simmons, et al.
(2005) concluded that family income level, attending full time, receiving grant
aid and completing advanced level classes in high school having statistically
significant effects on college persistence among first generation college
students. Garton, et al. (2000) carried out a study with freshmen college
students to evaluate the efficiency of student learning style and other
university admission variable in predicting student academic performance and
retention. Act composite score, high school class rank, high school core GPA,
and learning style were used as predictors. Results showed that core GPA
and Act score were best predictors for predicting academic performance of
first year of college. Mckenzie and Schweitzer (2001) conducted a prospective
study to explore the psychosocial, cognitive, and demographic predictors of
academic performance of first year Australian university students. Results
demonstrate that previous academic performance was identified most
significant predictors of university performance. Galiher (2006) and Darling
(2005), used GWA to measure student performance because the main focus
in the student performance for the particular semester. Some other
researchers used test results or previous year result since they are studying
performance for the specific subject or year (Hijazi and Naqvi, 2006 and
Hake, 1998). Romer (1993) is one of the first few authors to explore the
relationship between student attendance and exam performance. The major
reasons given by students for non-attendance include assessment pressures,
poor delivery of lectures, timing of lectures, and work commitments (Newman-
Ford, Lloyd & Thomas, 2009). Educational services are often not tangible and
are difficult to measure because they result in the form of transformation of
knowledge, life skills and behavior modifications of learners (Tsinidou,
Gerogiannis, & Fitsilis, 2010). So there is no commonly agreed upon definition
of quality that is applied to education field. The definition of quality of
education varies from culture to culture (Michael, 1998). The environment and
the personal characteristics of learners play an important role in their
academic success. The school personnel, members of the families and
communities provide help and support to students for the quality of
their academic performance. The literature shows that there are many factors
that could affect student achievement and outcomes.

Class Schedule
Time can be interpreted as a resource and, as such, the amount of
time devoted to the education of children is often examined as a separate and
central resource in the educational process (Baker, Fabrega, Galindo, &
Mishook, 2004). However, despite its simplistic appearance, time in an
educational setting is a complex issue. This is partially because the amount of
time actually spent on instructional tasks and the efficiency of instruction are
hard to determine—instructional time is dependent on its relationship to
curriculum and instructional quality (Baker et al., 2004). Throughout the 20th
century many efforts to change the time constraints of the secondary school
structure have been attempted, yet most failed. According to King (1996),the
Dalton Plan of 1921 and the Tremestie Plan of 1946 were two early attempts
to increase instructional time by lengthening class periods. Lack of
supervision for the large amounts of time that these structures created led to
disciplinary problems and eventually the participating schools returned to the
traditional schedule (King). Whereas a six- or seven-period schedule was the
norm through the 1970s (Kruse & Kruse, 1995), an eight-period daily
schedule became popular in the 1980s. This occurrence was due in part to
the "back to basics" reform movement (DeBoer, 1991). The philosophy of
education was becoming more conservative, translating into a call for more
required subjects, prolonged school year, an increase in homework, and
better test scores (Cuban, 1990). High schools converting from a traditional
schedule to a block schedule offer many potential benefits to students and
staff. Sergiovanni and Starrett (1993) defined school climate as, "the enduring
characteristics that describe the psychological character of a particular school,
distinguish it from other schools and influence behavior of teachers and
students" (p. 82). Currently, the literature on block scheduling strongly
supports the premise that block scheduling improves school climate (Canady
& Rettig, 1995, 1999; Hartzell, 1999; Queen & Gaskey, 1997; Shortt &
Thayer, 1999; Vawter, 1999). Operating under a block schedule benefits
students, teachers, and administrators. Evidence shows that students' attitude
toward school improved under all major forms of block scheduling (Averett,
1994; Kramer, 1997a). School districts can also expect to see increased
student attendance (Vawter,1999). Both the school climate and the learning
environment in the classroom improve as students and teachers spend more
concentrated time with one another (Hartzell, 1999).

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