Students' Performance In Final Exams Research Paper

Length: 3 pages Sources: 3 Subject: Teaching Type: Research Paper Paper: #80684445 Related Topics: Performance Evaluation, Regression Analysis, Scholarship
Excerpt from Research Paper :

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

...

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…

Sources Used in Documents:

References

Russell, A., Dolnicar, S. & Ayoub, M. (2007). Double Degrees: Double the Trouble or Twice the Return? Higher Education: The International Journal of Higher Education and Educational Planning, 55(5), 575-591.

Wambuguh, O. & Yonn-Brown, T. (2013). Regular Lecture Quizzes Scores as Predictors of Final Examination Performance: A Test of Hypothesis Using Logistic Regression Analysis. International Journal for the Scholarship of Teaching and Learning, 7(1), 1-13.

Yuan, W., Deng, C., Zhu, H. & Li, J. (2012). The Statistical Analysis and Evaluation of Examination Results of Materials Research Methods Course. Creative Education, 3, 162-164.


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