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Browsing Social Sciences by Subject "Academic Achievement"

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    Academic Self-Concept and Academic Achievement among University Students
    (International Online Journal of Educational Sciences, 2012) Matovu, Musa
    The purpose this study was to investigate academic self-concept and academic achievement among university students. The academic self-concept information among university students was collected using the Liu and Wang (2005) academic self-concept scale which was composed of two sub-scales; academic confidence and academic effort scales. The study was conducted on 394 university students; males and females from different levels of study and faculties in a public university in Malaysia. MANOVA was used to analyse the collected data and the results revealed that there was a statistically significant effect of gender on academic effort and academic achievement, while also a statistically significant difference was shown in faculties on academic achievement. Again a difference was noted in the interaction between gender, faculties, and levels of study on academic achievement. The Post Hoc results indicated that a statistically significant difference existed in between the faculties Arts and Human Sciences.
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    Competence In Mathematics And Academic Achievement: An Analysis Of Enrollees In The Bachelor Of Science In Actuarial Science Program
    (American Journal of Business Education, 2013) Wamala, Robert; Maswere, Dyson W.; Mwanga, Yeko
    This study investigates the role of prior grounding attained in mathematics in predicting the academic achievement of enrollees in Bachelor of Science in Actuarial Science (BSAS). The investigation is based on administrative records of 240 BSAS enrollees at Makerere University, School of Statistics and Planning in the 2007–2009 cohorts. Students’ graduating Cumulative Grade Point Average (CGPA) was adopted as a measure of their academic achievement. Mathematics grade scores obtained by the students in their Advanced level (A-level) of secondary education were adopted as a measure of competence in the discipline. Academic achievement was modeled in the analysis by enrollees’ characteristics and their competence in mathematics using a robust regression. The results revealed that students’ CGPA increases with their A-level mathematics scores. A similar pattern is observed when the assessment is made using a combined weighted score of enrollees adopted on admission to the program. The findings confirm that 1) prior academic qualifications predict enrollees’ academic achievement and 2) competence in A-level mathematics predicts success in the program.
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    Graduate Management Admission Test Outcomes And The Academic Achievement: A Study On Masters Of Business Administration Students At Makerere University, Uganda
    (American Journal of Business Education, 2012) Wamala, Robert; Omala Kizito, Saint; Kakumba, Umar
    This study investigates whether the outcomes of the Graduate Management Admission Test (GMAT) can predict the academic achievement of enrollees in masters programs. The study is based on administrative data of 516 Masters of Business Administration (MBA) enrollees at the College of Business and Management Science, Makerere University in the 2011 and 2012 enrollment cohorts. The Cumulative Grade Point Average (CGPA) in the bachelor’s degree and that of the first year of master’s studies were adopted as measures of the academic achievement of enrollees. In the analysis, academic achievement of MBA enrollees was modeled using a robust regression by GMAT scores obtained during admission to the program and student characteristics—gender, other qualification, year of completion and outcome of the bachelor’s degree, and whether the candidate obtained his/her bachelor’s degree from Makerere University. In the results, a high GMAT score was significantly associated with high academic achievement among graduate students. This evidence suggests that the theory of an aptitude or admission test being a predictor of academic achievement of learners holds across disciplines. However, a significant association established in the results between the academic achievement of learners at the undergraduate and graduate stages indicates that the undergraduate achievement can be recommended as a cost free alternative for assessing the competence of candidates suitable for admission to the graduate program.