Students' Performance in Final Exams

Student Performance Analysis In Australia, universities play a significant role in the provision of higher education though there are other higher learning institutions. Universities constantly look for measures to improve their understanding of learning in order to help students realize their full potential. This process is also geared towards ensuring that universities provide the best possible educational experience and outcomes. One of the ways utilized by universities to gain insights regarding learning is examining factors that influence a student's exam performance.

In this case, universities utilize statistical means to study exam data collected from students. This formal report summarizes, analyzes, and interprets dataset obtained from 705 students to determine potential factors that affected student's exam performance. Statistical analysis is used in this process to provide the theoretical foundation for teaching management and quality (Yuan, Deng, Zhu & Li, 2012, p.162). Distribution of Exam Results The lowest and highest values in the final exam results are 5 and 59 respectively, which implies that the range is 54.

Most of these results are between 15 and 40 while nearly all the students obtained more than 5. Since the range is 54 for all the exam results, the mean of these results is 28.52, which implies that only 306 students out of 705 are above the average level. Based on these statistics, the standard deviation of final exam results is 12.40 while the average distance personal results exceed the mean.

Possible Factors Influencing Final Exam Results An individual student's exams performance is influenced by various factors that played a crucial role in determining whether they passed or failed. For this group of students, the exam results vary significantly since different students obtained different marks. Some of the possible factors that influenced final exam results for these students include Gender There were more female students (i.e. 364) than male students (i.e. 341) in this group of 705 students who completed the exams.

The students had different results as demonstrated in the table below Marks No. Of Male Students No. Of Female Students 0-10 25 14 10.1-20 79 81 20.1-30 30.1-40 69 84 40.1-50 45 38 50.1-60 17 30 As evident in the table above, female students performed better than male students, especially in moderate marks. There were more male students who obtained lower marks as compared to their female counterparts. However, the only category where male students were more than female students in moderate marks was between 10.1 -- 50 marks.

Therefore, female students averaged better performance than male students, which implies that gender was a major factor influencing student academic performance. However, the consideration of gender as a possible factor influencing student performance can only be significant if the number of male and female students was equal. Since there were more female students than male students, it is difficult to conclude that gender played a role in exam results.

Single Degree or Double Degree The number of students studying a single degree was nearly twice as much as those studying double degree i.e. 464 and 241 respectively. Despite the huge disparity, whether the student was studying single or double degree had a considerable impact on his/her overall final exam result as shown below.

0-10 10.1-20 20.1-30 30.1-40 40.1-50 50.1-60 25 50 75 Double Degree Students Single Degree Students Range of Marks Number of Students The chart above demonstrates that single degree students performed better than double degree students in their final exam results. However, in the 50.1 -- 60 marks, double degree students slightly more than single degree students. Therefore, a student's level of performance was significantly affected by whether he/she was studying single or double degree.

The impact of this factor can be attributed to the fact that double degree students had more academic workload than single degree students. While double degree provides students with broad education and enhanced skills and options, they generate extra or heavier workload that affects level of performance (Russell, Dolnicar & Ayoub, 2007, p.575). Quiz Result The other possible factor that influenced the performance of these students is quiz results, which was out of 20. An overall outlook of quiz results demonstrates that the students generally performed well in the quiz.

However, quiz results had considerable impact on final exam outcome as shown below Range of Quiz Results Average Score in Final Exams 0-5 5.1-10 10.1-15 15.1-20 10 20 30 40 45 As evident in this study, students who performed poorly in the quiz had relatively poor performance in the final exam. In this case, students who obtained less than 5 marks in the quiz had an average of 17.6 in the final exam while those who obtained between 5.1 and 10 marks averaged 19.33 marks in the final exam.

While those who obtained between 10.1 and 15 marks in the quiz averaged 21.98 in the final exam, those who garnered between 15.1 and 20 marks in the quiz averaged 33.61 marks in the final exam. Notably, the number of students who obtained above average marks in the quiz i.e. 92% and the rest gathered below average scores. Therefore, the impact of quiz results is that they were indicators of the student's probable level of performance in the final exam.

Report Result Report result is a relatively similar potential factor that influenced the level of a student's performance in the final exam. The impact of this factor on final exam results is evident in the figure below Range of Report Results Average Score in Final Exams 0-5 5.1-10 10.1-15 15.1-20 10 20 30 40 45 This chart shows that students with lower report results had relatively lower scores in.