文章基本信息

标题：A Study on Predicting Undergraduate's Improvement of Academic Performances based on their Characteristics of Learning and Approaches at a Private Higher Educational Institution
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作者：Tan Lay Hun ; Tan Lay Hun ; Chong Kim Loy 等
期刊名称：Procedia - Social and Behavioral Sciences
印刷版ISSN：1877-0428
出版年度：2013
卷号：93
页码：1957-1965
DOI：10.1016/j.sbspro.2013.10.148
语种：English
出版社：Elsevier
摘要：AbstractThe study is to assess undergraduates’ characteristics of learning and their approaches to learning and studying, which provide a valuable estimation of their improvement percentages in their academic performance at the university. One hundred and sixty undergraduates from a particular degree programme in this study were selected based on the results of their academic performances for the past several semesters. The undergraduates’ individual results were then converted into percentages of improvement. A survey method using questionnaires was employed. The questionnaire focussed on the undergraduates’ characteristics as learners and approaches which they used to learning and studying while undergoing the programme of study. The results of the questionnaires were analysed according to categories, such as the individual's characteristics as learners and their approaches to learning. A correlation matrix was used in order to study how these characteristics of the learners and their approaches to learning affect the undergraduates’ academic performance improvement (in percentages). Measurement of variance inflation factors (VIF) was also carried out to examine any significant multicollinearity between the independent variables. Based on the statistical value established, a model of estimating undergraduates’ academic performance improvement was formulated using multiple regression analysis. With this research, we found that we are able to estimate the individual undergraduates’ academic improvement percentage that reflects the characteristics of learners and their specific approaches to their studies.
关键词：Characteristic of learning;learning approaches;learning styles;academic improvement performance