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Letter of Transmittal

20thNovember, 2012
Md. Awal Al Kabir
Lecturer, Department of Management Studies
Jahangirnagar University
Subject: Submission of the assignment paper.
Dear Sir,
It is an honor and great pleasure for us to submit our assignment titled Students academic
performance and impact of relative factors .This report was assigned to us as compulsory
requirement of the course- Business Statics (Course Code MGT 206) in the 2 nd year, 2nd
semester.
In this research we tried to find out the cause and solution behind students poor academic
performance, as taking
sample from the universities of Dhaka city. We hope that our endeavor will meet your
expectation. We are looking forward to receive your cordial approval of our
submission.

Thank you.
Yours truly,
The Knights (Group)
Department of Management Studies,
Jahangirnagar University
Saver, Dhaka.

Abstract:
Poor Academic performances of the students depend on several factors existed surrounding
us. It is important to figure out there irritating elements and to terminate to ensure the
better academic performance and useful for future implications. We, here in this project are
keen to detect these elements that have a noticeable impact on the education and measure
the degree of its effects. And this will be helpful for the decision makers to take proper step
for a better result and practical ability of students, not in paper actually.

Students academic performance & impact of related factors

Introduction:
Dhaka, capital of Bangladesh, is the most densely populated city in the whole world. More
than twelve million people live in Dhaka city. Students are main part of this city.There are so
many educational institution and a huge number of students. In everyday life students are
facing lot of problems. We have tried to find out the overall problems in a students day to
day life and whether this problems hampers students academic performance. Regarding this
our main purpose is to find out the problems, reasons for these problems and their possible
solutions. We have surveyed in Dhaka city. Various private and public universities situated in
this city. So we have surveyed to the students of these institutions so that we can fulfill our
study. Our problem findings are financial problems, political problems, transportation
problems, load shedding problems, environmental problems, social, family & security
problems etc. Our utmost try is to know the impact of these problems in a students life.

Students academic performance & impact of related factors

Literature Review:
Farook, M.S. et al. (2011) conducted a study to examine different factors-those influence
the academic performance of secondary school students in a metropolitan city of Pakistan.
The students of class X comprising 300 male and 300 female were selected as respondents
for this study. Information was collected about different factors relating to academic
performance of students through questionnaire method. By the result of annual examination
of Class IX, the academic performance of the students was gauged. To investigate the effect
of different factors on students achievement, standard t-test and ANOVA were applied. The
study showed that socio-economic status (SES) and parents education have a significant
effect on students overall academic achievement. The high and average socio-economic
level dominates the performance more than the lower level. It was found that girls perform
better than the male students. The study concluded that the higher level of SES is the best
indicator contributing towards the quality of students achievement. Family characteristics
like socio economic status (SES) are significant predictors for students performance at
school besides the other school factors, peer factors and student factors.
The study of Capraro, M.M. et al. (2000) showed that above and beyond the other
demographic factors, the effects of socio economic status (SES) are still prevalent at the
individual level. The SES can be deliberated in a number of different ways; it is most often
calculated by looking at parental education, occupation, income, and facilities used by
individuals separately or collectively. Parental education and family SES level have positive
correlations with the students quality of achievement (Caldas & Bankston, 1997; Jeynes,
2002; Parelius, D., & Parelius, A., 1987; Mitchell & Collom, 2001; Ma & Klinger, 2000). Garzon
(2006), Kahlenberg (2006) and Kirkup (2008) found that the students with high level of SES
perform better than the middle class students and the middle class students perform better
than the students with low level of SES.

The studies of Duke (2000), Eamon (2005) and Lopez (1995) revealed that the low SES
level of parents is negatively correlated with the achievement of students because it hinders
the individual in gaining access to sources and resources of learning Low SES level strongly
affects the achievement of students, dragging them down to a lower level (Sander, 2001).
This effect is most visible at the post-secondary level (Trusty, 2000). It is also observed that
the economically disadvantaged parents are less able to afford the cost of education of their
children at higher levels and consequently they do not work at their fullest potential (Rouse
& Barrow, 2006).

The home environment also affects the academic performance of students. Educated
parents can provide such an environment that suits best for academic success of their
children. The school authorities can provide counseling and guidance to parents for creating
positive home environment for improvement in students quality of work (Marzano, 2003).
The academic performance of students heavily depends upon the parental involvement in

Students academic performance & impact of related factors

their academic activities to attain the higher level of quality in academic success (Barnard,
2004; Henderson, 1988; Shumox & Lomax, 2001).

Theory of Educational Productivity by Walberg (1981) determined three groups of nine


factors based on affective, cognitive and behavioral skills for optimization of learning that
affect the quality of academic performance: Aptitude (ability, development and motivation);
instruction (amount and quality); environment (home, classroom, peers and television)
(Roberts, 2007).

The relationship between gender and the academic achievement of students has been
discussed for decades (Eitle, 2005). A gap between the achievement of boys and girls has
been found, with girls showing better performance than boys in certain instances (Chambers
& Schreiber, 2004). Gender, ethnicity, and fathers occupation are significant contributors to
student achievement (McCoy, 2005; Peng & Hall, 1995).

Krashen (2005) concluded that students whose parents are educated score higher on
standardized tests than those whose parents were not educated. Educated parents can
better communicate with their children regarding the school work, activities and the
information being taught at school. They can better assist their children in their work and
participate at school (Fantuzzo & Tighe, 2000; Trusty, 1999).

Students academic performance & impact of related factors

Objective:
The broad purpose of our study is to find out the overall problems of the students of Dhaka
city. We will try to find out the reasons of these problems and the degree of the problems in
students academic performence. We need to know how these problems are interrelated. Also
our objective is to find out the correlation of these problems. And of course we need to figure
out how these problems are influencing in the life of the students such as in their academic
progress, in their personal life and ultimately in their professional lives and find out the
maximum solution to reduce these problems.

Students academic performance & impact of related factors

Hypothesis:
Academic Performance evaluation is very extensive job that requires a specialized effort.
There are no unique systems by which the performances off the all students can be
measured and evaluated. Evaluation system with target and goal is not always work to
ensure the performance. It requires a continuous effort to discover the mechanism to
measure the students academic performance. Therefor factors for evaluating academic
performance vary among the different nature of students of different institutions.
1. H01= Financial problem hamper study
2. Ha1= Financial problem does not hamper study
3. H02= Load shedding does not hamper study
4. Ha2= Load shedding hampers study
5. H03= Political problems hampers study
6. Ha3= Political problems does not hamper study
7. H04= Social, family or security problems hamper study
8. Ha4= Social, family or security problems does not hamper study
9. H05= Transportation problem does not hamper study
10. Ha5= Transportation problem hampers study.
Our Hypothesis is to find out whether there is a significant relationship between the stated
independent variables to the dependent variable students academic performance.

Methodology
Context of the Study

This study was conducted to know the impact of various factors including transportation
problem, load-sheding, financial problem, environmental problem, social and security
problems on the poor academic performance of the students of university in Dhaka district.
The CGPA achieved by the students was the tool to measure and compare the academic
performance.
Sampling

Our sample size is 600. The sample were the students from 24 universities in Dhaka district
including Dhaka University, BUET, National University, North South University, East West
University, Daffodil University, BGMEA University of Fashion & Technology, State University
of Bangladesh etc.
Data Collection and Analysis

Students academic performance & impact of related factors

We collected data randomly from male and female respondents with questionnaire based on
factors affecting academic performance. The collected data is analyzed by factor analysis,
correlation and regression using the SPSS (Superior Performing Software System).

Regression Model for Testing the Hypothesis

The study investigates the relationship between transportation problem, load-sheding,


financial problem, environmental problem, social and security problems and students poor
academic performance. For this research two sets of variables are selected

The dependent variable here is the CGPA of the Students.


The independent variables are transportation problem, load-sheding, financial
problem, environmental problem, social and security problems

The basic model being tested in this study therefore is:


Y=a+ b1X1+b2X2+b3X3+b4X4+b5X5
Here,
X1= Transportation Problem
X2= Social Problem
X3= Financial Problem
X4= Financial Problem
X5= Load-sheding

Students academic performance & impact of related factors

Students academic performance & impact of related factors

Factor Analysis
KMO and Bartlett's Test
Kaiser-Meyer-Olkin Measure of Sampling Adequacy.
Bartlett's Test of Sphericity

.794

Approx. Chi-Square

2.423E3

Df

120

Sig.

.000**

At least, 95% significance is required**


KMO & Bartletts test measures the sufficiency of the variables. Here KMO value is 0.794 which shows the variable
are sufficient for this study. And we, accepted this Testing result cause the Sig. value is .000 . means this variable
set is highly significant.

Component Matrixa
Component
1
Tranportation problems hamper
study
Traffic_jam

.897

-.094

.228

-.116

.006

-.837

.129

.105

.077

-.035

Poor_Vehical_condition

.820

.294

-.318

.036

-.170

Poor_Road_condition

.788

.244

-.027

.289

-.347

-.773

.475

.043

-.134

-.109

Unfair_fare

.710

.088

.161

-.328

-.105

Social problems hamper study

.071

.933

.023

.122

.059

Eve_teasing

.213

.837

-.246

.131

-.094

Early_marriege

-.365

.668

.202

.045

-.012

Student_politics_hampers

-.226

.668

-.287

.529

-.138

Teachers_politics_hampers

.358

.608

.484

-.341

.108

Environmental problems
hamper study

.280

-.360

-.561

-.177

.393

Insufficient_bus

Lighting_ventilation

.143

.433

.560

.206

-.058

Noise

-.485

-.136

-.558

.066

.042

Accomodation problems hamper


study

-.205

-.363

.550

.238

.189

Hall_facility

-.265

.175

.547

.381

-.057

.425

.153

-.655

-.352

.246

.012

.123

.727

Financial problems hamper


one's study
Load shedding hampers ones
study

-.3
22
.460

Factors Elected
1.
2.
3.
4.
5.

Transportation factor
Social Factor
Environmental Factor
Financial Factor
Load Shedding Factor

Extraction Method: Principal Component Analysis.


a. 5 components extracted.

Students academic performance & impact of related factors

1
0

Total Variance Explained


Compon
ent

Initial Eigenvalues
Total

% of Variance

Extraction Sums of Squared Loadings


Cumulative %

Total

% of Variance

Cumulative %

5.463

28.753

28.753

5.463

28.753

28.753

4.350

22.897

51.650

4.350

22.897

51.650

2.427

12.773

64.423

2.427

12.773

64.423

1.472

7.749

72.172

1.472

7.749

72.172

1.154

6.072

78.244

1.154

6.072

78.244

.940

4.946

83.191

.764

4.021

87.212

.558

2.938

90.149

.440

2.317

92.466

10

.337

1.774

94.240

11

.282

1.482

95.722

12

.237

1.247

96.970

13

.170

.896

97.866

14

.138

.728

98.593

15

.099

.521

99.115

16

.082

.431

99.546

17

.043

.228

99.774

18

.030

.159

99.933

19

.013

.067

100.000

Extraction Method: Principal Component Analysis.

Those variable that obtained eigen values is more


that 1 are elected to form factors and according to
their nature Five Major Factors are selected.

Here, by Cumulative % column we assure that


78.244% of dependent variable can be explained by
these factors.

Graphical presentation
of variables plotted
against eigen value

Students academic performance & impact of related factors

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1

Hypothesis (s)
Transportation

1.

Ho: Transportation problem doesnt hamper students academic performance


Ha: Transportation problem hampers students academic performance

Social

2.

Ho: Social problem doesnt hamper students academic performance


Ha: Social problem hampers students academic performance

Environmental

3.

Ho: Environmental problem doesnt hamper students academic performance


Ha: Environmental problem hampers students academic performance

financial

4.

Ho: Financial problem doesnt hamper students academic performance


Ha: Financial problem hampers students academic performance

Load Shedding

5.

Ho: Load shedding problem doesnt hamper students academic performance


Ha: Load shedding hampers students academic performance

Students academic performance & impact of related factors

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2

Hypothesis Testing
Transportation Factor Hypothesis testing
Ho: Transportation problem doesnt hamper students academic performance
Ha: Transportation problem hampers students academic performance
The hypothesis is tested from the ANOVA table.
ANOVA
Model
1

Sum of
Squares
Regressio
n
Residual

Df

Mean Square

9.110

1.822

106.389

594

.179

Sig.

10.172

.000(a)

Total

115.499
599
a Predictors: (Constant), INSUFFIC, POOR_ROA, TRAFFIC, POOR_VEH, UNFAIR_F
b Dependent Variable: GPA

ANOVA is used to compare variability of means.

Sum of Squares describes the variation which is attributed to the relationship


between dependent and independent variable which shows the explained variation
values. Here sum of squares is 9.110.

df shows the number of independent variable. Here degree of freedom of


regression is 5. In case of residual df = N-K-1= 600-5-1= 594

Mean Square means average deviation of degree of freedom of regression. It is the


ratio between sum of squares and df. Here,
Mean square (Regression) = Sum of squares/df
=9.110/ 5=1.822
Mean square (Residual) = Sum of squares/df
= 106.389/ 594= .179

F Test is the ratio between SSR (Regression) and MSE (Residual).

Significance Level is the most important part of this table. It shows how much error
occurred. Here significance is .000 which shows no error has occurred. So it is

Students academic performance & impact of related factors

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3

statistically significant and null hypothesis is rejected. That means, alternative


hypothesis is accepted.
So, from the hypothesis testing, we can conclude that, transportation problem hampers
students academic performance.

Social Factor Hypothesis testing


Ho: Social problem doesnt hamper students academic performance
Ha: Social problem hampers students academic performance

The hypothesis is tested from the ANOVA table.


ANOVA(b)

Model
1

Sum of
Squares
Regressio
n
Residual

df

Mean Square

3.311

.828

27.740

207

.134

Sig.

6.177

.000(a)

Total

31.051
211
a Predictors: (Constant), TEACHERS, EARLY_MA, EVE_TEAS, STUDENT
b Dependent Variable: GPA

ANOVA is used to compare variability of means.


Sum of Squares describes the variation which is attributed to the relationship
between dependent and independent variable which shows the explained variation
values. Here sum of squares is 3.311.
df shows the number of independent variable. Here degree of freedom of
regression is 4. In case of residual degree of freedom is 207.
Mean Square means average deviation of degree of freedom of regression. It is the
ratio between sum of squares and df. Here,
Mean square (Regression) = Sum of squares/df
=3.311/ 4=.828
Mean square (Residual) = Sum of squares/df
= 27.740/ 207= .134

F Test is the ratio between SSR (Regression) and MSE (Residual).


Significance Level is the most important part of this table. It shows how much error
occurred. Here significance is .000 which shows no error has occurred. So it is
statistically significant and null hypothesis is rejected. That means, alternative
hypothesis is accepted.

So, from the hypothesis testing, we can conclude that, social problem hampers students
academic prerformance.

Students academic performance & impact of related factors

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Environmental Factor Hypothesis testing


Ho: Environmental problem doesnt hamper students academic performance
Ha: Environmental problem hampers students academic performance
Hypothesis of the ANOVA table:

ANOVAb
Model
1

Sum of Squares
Regression

df

Mean Square

1.687

.422

Residual

25.862

132

.196

Total

27.548

136

F
2.152

Sig.
.078a

a. Predictors: (Constant), Accomodation problems hamper study, Hall_facility,


Lighting_ventilation, Noise
b. Dependent Variable: GPA

ANOVA is used to compare variability of means.


Sum of Squares describes the variation which is attributed to the relationship
between dependent and independent variable which shows the explained variation
values. Here sum of squares is 27.548
df shows the number of independent variable. Here degree of freedom of
regression is 4. In case of residual df = N-K-1= 600-4-1= 595
Mean Square means average deviation of degree of freedom of regression. It is the
ratio between sum of squares and df. Here,
Mean square (Regression) = Sum of squares/df
=1.687/4=0.421
Mean square (Residual) = Sum of squares/df
= 25.862/132=0.195

F Test is the ratio between SSR (Regression) and MSE (Residual).


Significance Level is the most important part of this table. It shows how much error
occurred. Here significance is .078 which shows few error has occurred. So it is
statistically significant and null hypothesis is rejected. That means, alternative
hypothesis is accepted.

So, from the hypothesis testing, we can conclude that, environmental problem hampers
students academic performance.

Students academic performance & impact of related factors

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4. Financial factor Hypothesis testing


Ho: Financial problem doesnt hamper students academic performance
Ha: Financial problem hampers students academic performance

ANOVAb
Model
1

Sum of Squares
Regression

df

Mean Square

2.218

2.218

Residual

113.183

596

.190

Total

115.402

597

F
11.681

Sig.
.001a

a. Predictors: (Constant), Financial problems hamper one's study


b. Dependent Variable: GPA

Here Significance value is .001 . It means that Impact of Financial problems on GPA is
significant. So, Null hypothesis is rejected so, alternative hypothesis is accepted.
Finally, Financial Problem hampers students academic performance

Students academic performance & impact of related factors

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Load Shedding Hypothesis Testing


Ho: Load shedding doesnt hamper study.
Ha: Load shedding hampers study

ANOVA table
ANOVAb
Model
1

Sum of Squares

Df

Mean Square

Regression

225.000

225.000

Residual

721.119

598

1.206

Total

946.118

599

F
186.585

Sig.
.000a

a. Predictors: (Constant), Duration of load shedding in a day


b. Dependent Variable: Loadshedding hampers the study

ANOVA is used to compare variability of means.


Sum of Squares describes the variation which is attributed to the relationship
between dependent and independent variable which shows the explained variation
values. Here sum of squares is 225.
df shows the number of independent variable. Here degree of freedom of
regression is 1. In case of residual df = N-K-1= 600-1-1= 598
Mean Square means average deviation of degree of freedom of regression. It is the
ratio between sum of squares and df. Here,
Mean square (Regression) = Sum of squares/df
= 225/1 =225
Mean square (Residual) = Sum of squares/df
= 721.119/598 = 1.206
F Test is the ratio between SSR and MSE.
Significance Level is the most important part of this table. It shows how much error
occurred. Here significance is .000 which shows no error has occurred. So it is
statistically significant.

So from ANOVA table we can interpret that significant value is .000. That means its highly
significant.
So null hypothesis is REJECTED. And we ACCEPTED alternative hypothesis. We can
conclude that load shedding hampers students academic performance.

Students academic performance & impact of related factors

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Multiple regression:
Model Summary

Model

R Square

.646a

Adjusted R

Std. Error of the

Square

Estimate

.716

.669

.36788

a. Predictors: (Constant), Transportation factor, Social factor,


environmental factor, Financial factor , Load shedding factor

ANOVAb
Model
1

Sum of Squares

Df

Mean Square

Regression

5.810

.794

Residual

4.549

41

.135

Total

9.519

46

Sig.
.000a

5.867

a. Predictors: (Constant), Transportation factor, Social factor, environmental factor, Financial


factor , Load shedding factor
b. Dependent Variable: GPA

Coefficientsa
Standardized
Unstandardized Coefficients
Model
1

Std. Error

(Constant)

3.277

2.045

Transportation Factor

-.195

.354

.083

Environmental Factor

Coefficients
Beta

Sig.

61.061

.000

.429

3.602

.000

.149

.087

1.525

.135

-.202

.254

.046

3.733

.231

Financial Problem

-.017

.171

-.327

.310

.000

Load shedding

-.004

.261

.238

.080

.001

Social Factor

a. Dependent Variable: CGPA


Notice that , In coefficient table we observe that Social factor and environmental factor has sig. value .135 and .
231

Students academic performance & impact of related factors

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8

That means that in 1000 trial 135 and 231 time it is wrong, So to draw a regression line we will just ignore these
two factors

Regression line:
Y= a+b1X1 +b4X4+b5X5
= 3.277+ (-.195)Transportation factor + (-.017)Financial Factor +
(-.004)Load shedding Factors
Here,
Y= CGPA (As performance scale of students)
X1= Transportation Problem
X2= Social Problem
X3= Environmental Problem
X4= Financial Problem
X5= Load-shedding

This regression shows the impact of such influencing factors on dependent variable.
It shows the degree of change in GPA will occur resulted by the change of
Transportation, Financial and Load shedding factor.

Students academic performance & impact of related factors

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9

Compare of students
public institutions:

of

public and

non

In this part we will discuss about the overall satisfaction of the student of public
university and private university. In this part our H a is students of Pubic institutes
are more satisfied than students of Private institute. But our hypothesis is wrong
because we found that students of Private institute are more satisfied than the
students of Pubic institutes.

Students academic performance & impact of related factors

2
0

But the question is that why institutes of private institutions are more satisfied than
public institutes. The answer we can find from the following Regression analysis:

Regression analysis for Students of Public Institutions:

Descriptive Statistics
Mean

Std. Deviation

Overall Problems hamper study

3.53

1.165

106

Financial problems hamper one's study

2.92

1.651

106

Load shedding hampers the study

2.07

1.282

106

Politics hampers study

3.46

1.212

106

Hall politics hampers

3.55

1.015

106

Environmental problems hamper study

2.77

.969

106

Hall facility

3.24

1.029

106

Social problems hamper study

2.85

.944

106

Security problems hamper study

3.62

.810

106

Transportation problems hamper study

2.61

1.118

106

Here shows the averages of the variables. Here we can find the average
dissatisfaction level of overall problems is 3.53 and political problems, hall politics
and security problems are standing near the overall problems.

Model Summary
Model
1

R Square
.697a

Adjusted R Square
.485

Std. Error of the Estimate


.437

.874

a. Predictors: (Constant), Tranportation problems hamper study, Hall_politics_hampers, Social problems hamper study, Environmental problems hamper
study, Hall_facility, Security problems hamper study, Loadshedding hampers the study, Financial problems hamper one's study, Politics hampers study

Here we can find the correlation (R) among the dependent and independent
variable which is .697 (Moderate correlation)
Students academic performance & impact of related factors

2
1

And the value of R2 Indicating that the dependence of Dependent variable overall
problems that hampers study on Independent variables can be explained 48.5%

ANOVAs
Model
1

Sum of Squares

df

Mean Square

Regression

69.120

7.680

Residual

73.295

96

.763

142.415

105

Total

Sig.
.000a

10.059

a. Predictors: (Constant), Tranportation problems hamper study, Hall_politics_hampers, Social problems hamper study, Environmental problems hamper
study, Hall_facility, Security problems hamper study, Loadshedding hampers the study, Financial problems hamper one's study, Politics hampers study
b. Dependent Variable: Overall_Problems_hamper_study

From this table we can find that our research is significant which shows that the
model is good significant in predicting the outcome of the variables.

Students academic performance & impact of related factors

2
2

Coefficientsa

Model

Unstandardized

Standardized

Coefficients

Coefficients

1 (Constant)

Std. Error

-1.768

.630

-.003

.060

Load shedding

.102

Politics

95% Confidence Interval for B

Beta

Sig. Lower Bound

Upper Bound

Correlations
Zero-order Partial

-2.806 .006

-3.019

-.517

-.005

-.055 .957

-.123

.116

.271

.074

.112

1.377 .172

-.045

.249

-.011

.139

.10

.300

.092

.313 3.277 .001

.118

.482

.378

.317

.24

Hall politics

.216

.100

.188 2.160 .033

.017

.414

.373

.215

.15

Environmental problems

.105

.093

.088 1.129 .262

-.080

.290

.208

.115

.08

Hall facility

.099

.088

.087 1.120 .266

-.076

.273

.237

.114

.08

Social problems

.144

.095

.117

1.514 .133

-.045

.333

.203

.153

.11

Security problems

.353

.112

.246 3.151 .002

.131

.576

.415

.306

.23

Transportation

.378

.083

.363 4.548 .000

.213

.544

.371

.421

.33

Financial problems

-.006 -.00

a. Dependent Variable: Overall Problems hamper


study

From this table we can draw regression equation.

Correlations
Overall

Financial

Load

Hall

Problems problems shedding Politics


Pears Overall Problems
on
Correl
ation

Par

Environment

politics_ al problems

Hal
facility

Social

Security

problems problems

Tranportation
problems

1.000

.271

-.011

.378

.373

.208

.237

.203

.415

.371

Financial problems

.271

1.000

-.155

.434

.335

.226

.214

.181

.047

.065

Load shedding

-.011

-.155

1.000

-.375

-.277

-.195

.010

-.133

.033

.191

Politics

.378

.434

-.375

1.000

.473

.268

.217

.170

.102

-.183

Hall politics hampers

.373

.335

-.277

.473

1.000

.224

.249

.196

.091

-.047

Students academic performance & impact of related factors

2
3

Correlations
Environmental

.208

.226

-.195

.268

.224

1.000

.064

.098

.084

-.055

.237

.214

.010

.217

.249

.064

1.000

-.032

.028

.072

.203

.181

-.133

.170

.196

.098

-.032

1.000

.149

-.083

.415

.047

.033

.102

.091

.084

.028

.149

1.000

.248

.371

.065

.191

-.183

-.047

-.055

.072

-.083

.248

1.000

problems hamper
study
Hall facility
Social problems
hamper study
Security problems
hamper study
Transportation
problems hamper
study

Here we can find the correlation among the variables. Here we can see that
the most important factors that have the most positive correlation with
overall problems that hampers study for students of public institutes are
Security problems, politics, hall politics and transportation problems.

Regression analysis for Students of non public Institutions:

Students academic performance & impact of related factors

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4

Descriptive Statistics
Mean

Std. Deviation

Overall Problems hamper study

3.23

1.130

639

Financial problems hamper one's study

2.33

1.447

639

Load shedding hampers the study

3.04

1.231

639

Politics hampers study

3.12

1.313

639

Environmental problems hamper study

3.15

1.131

639

Social problems hamper study

2.45

.965

639

Security problems hamper study

2.65

1.058

639

Transportation problems hamper study

3.56

1.221

639

Here shows the averages of the variables. Here we can find the average
dissatisfaction level of overall problems is 3.23 and political problems, Load shedding
problem, Environmental problems and Transportation problems are standing near
the overall problems.

Model Summary
Model
1

R Square
.739a

Adjusted R Square
.547

Std. Error of the Estimate


.542

.765

a. Predictors: (Constant), Transportation problems hamper study, Security problems hamper study, Environmental problems hamper study,
Load shedding hampers the study, Social problems hamper study, Financial problems hamper one's study, Politics hampers study
b. Dependent Variable: Overall Problems hamper study

Here we can find the correlation (R) among the dependent and independent
variable which is .739 (Moderate correlation) and the value of R 2 Indicating that the
dependence of Dependent variable overall problems that hampers study on
Independent variables can be explained 54.7% which is good.

Students academic performance & impact of related factors

2
5

ANOVAb
Model
1

Sum of Squares

df

Mean Square

Regression

445.188

63.598

Residual

369.069

631

.585

Total

814.257

638

Sig.
.000a

108.734

a. Predictors: (Constant), Transportation problems hamper study, Security problems hamper study, Environmental problems hamper
study, Load shedding hampers the study, Social problems hamper study, Financial problems hamper one's study, Politics hampers study
b. Dependent Variable: Overall Problems hamper study

From this table we can find that our research is significant which shows that the
model is good significant in predicting the outcome of the variables. Here we can
see that the total variance of data set is 445.188
Coefficientsa
Unstandardized
Coefficients
Model

Standardized Coefficients

Std. Error

(Constant)

1.128

.144

Financial problems

-.118

.025

Load shedding

.037

Politics
Environmental problems

Beta

Correlations
t

Sig.

Zero-order

Partial

7.818

.000

-.151

-4.803

.000

.124

-.188

.028

.041

1.340

.181

.172

.053

-.026

.028

-.030

-.923

.356

.102

-.037

-.156

.030

-.156

-5.245

.000

.002

-.204

Social problems

.012

.037

.010

.326

.745

.068

.013

Security problems

.071

.033

.067

2.138

.033

.098

.085

Transportation problems

.736

.028

.796 26.356

.000

.697

.724

a. Dependent Variable: Overall Problems hamper study

From this table we can make regression equation and the equation will be:
Y=1.128*(-.118x1)*(-.156x4)*(.736x7)

Students academic performance & impact of related factors

2
6

Correlations

Pearson Overall Problems


Correlati
on

Overall

Financial

Problems

problems

Load

Environmental

shedding Politics

problems

Social

Security Transportation

problems problems

problems

1.000

.124

.172

.102

.002

.068

.098

.697

Financial problems

.124

1.000

.247

.359

.351

.141

.025

.411

Load shedding

.172

.247

1.000

.356

.232

.231

.198

.251

Politics

.102

.359

.356

1.000

.323

.241

-.102

.284

Environmental problems

.002

.351

.232

.323

1.000

.177

.012

.262

Social problems

.068

.141

.231

.241

.177

1.000

.426

.096

Security problems

.098

.025

.198

-.102

.012

.426

1.000

.027

Transportation problems

.697

.411

.251

.284

.262

.096

.027

1.000

From this table we can find that the overall problems that hamper the study of
students of non public institutions are Transportation problems, Load shedding
problems and financial problems.

Students academic performance & impact of related factors

2
7

Impacts of the factors On female students:


We found that female students are more dissatisfied than male students. We have
used a satisfaction scale to measure their problems that hampers their study.
The below graphs are showing the levels of overall problems that hampers the
study of both male and female.

Here, we can see 50.65% female students feel that overall problems that hampers
their study greatly. But the percentage for male is only 16.67%.
We can see the overall problems that hamper the study of female students properly
in the following chart:

Students academic performance & impact of related factors

2
8

But the question is why they are dissatisfied? We can reveal the answer of
the question by regression analysis.

Descriptive Statistics
Mean

Std. Deviation

Overall Satisfaction that hampers study

4.00

1.151

309

Transportation problems hamper study

3.68

1.211

309

Early Marriage

2.68

1.230

309

Eve teasing

3.54

1.257

309

Security problems hamper study

3.69

1.412

309

Social problems hamper study

3.98

1.187

309

Environmental problems hamper study

3.30

1.205

309

Politics hampers study

2.83

1.204

309

Financial problems hamper one's study

1.99

1.348

309

Load shedding hampers the study

3.02

1.235

309

Here shows the averages of the variables. Here we can find the average
dissatisfaction level of overall problems is 4.00 and Social problems, security
problems, Transportation problems, Environmental problem & Eve teasing are
standing near the overall problems.
Students academic performance & impact of related factors

2
9

Model Summary
Model

R Square
.669a

Adjusted R Square
.447

Std. Error of the Estimate


.430

.869

a. Predictors: (Constant), Load shedding hampers the study, Early Marriage, Security problems hamper study, Social problems
hamper study, Politics hampers study, Environmental problems hamper study, Financial problems hamper one's study,
Transportation problems hamper study, Eve teasing

Here we can find the correlation (R) among the dependent and independent
variable which is .669 (Moderate correlation) and the value of R 2 Indicating that the
dependence of Dependent variable overall problems that hampers study on
Independent variables can be explained 44.7% which is good.

ANOVAb
Model
1

Sum of Squares

df

Mean Square

Regression

182.417

20.269

Residual

225.583

299

.754

Total

408.000

308

Sig.

26.865

.000a

a. Predictors: (Constant), Load shedding hampers the study, Early Marriage, Security problems hamper study, Social
problems hamper study, Politics hampers study, Environmental problems hamper study, Financial problems hamper
one's study, Transportation problems hamper study, Eve teasing
b. Dependent Variable: Overall Satisfaction that hampers study

From this table we can find that our research is significant which shows that the
model is good significant in predicting the outcome of the variables. Here we can
see that the total variance of data set is 182.417

Students academic performance & impact of related factors

3
0

Coefficientsa

Model
1

Unstandardized

Standardized

Coefficients

Coefficients

Std. Error

Beta

Correlations
t

Sig.

Zero-order Partial

Part

(Constant)

.242

.290

.835

.404

Transportation problems

.355

.048

.373 7.314

.000

.517

.390

.315

Early Marriage

.022

.043

.023

.495

.621

.156

.029

.021

Eve teasing

.318

.048

.348 6.582

.000

.442

.356

.283

Security problems

.089

.037

.109 2.415

.016

.220

.138

.104

Social problems

.130

.044

.134 2.957

.003

.314

.169

.127

-.030

.048

-.623

.534

.276

-.036

-.027

.081

.044

.085 1.826

.069

.119

.105

.079

-.143

.040

-.168 -3.544

.000

.054

-.201

-.152

.191

.043

.205 4.396

.000

.187

.246

.189

Environmental problems
Politics
Financial problems
Load shedding

-.031

a. Dependent Variable: Overall Satisfaction that hampers study

From this table we can make regression equation and the equation will be:
Y=.242*(-.335x1)*(.318x3)*(.130x5)*(-.143x8)*(-.191x9)

Correlations

Pearson

Overall

Correlation Problems
Transportation
problems
Early
Marriage
Eve teasing

Overall

Transportatio

Problems

n problems

Early

Eve

Security

Social

Marriage teasing problems problems

Environmental

Financial

Load

problems

Politics problems shedding

1.000

.517

.156

.442

.220

.314

.276

.119

.054

.187

.517

1.000

.156

.324

.088

.212

.415

.217

.264

.139

.156

.156

1.000

.252

.143

.165

.238

.023

.270

.000

.442

.324

.252

1.000

.293

.251

.320

-.100

.209

-.218

Students academic performance & impact of related factors

3
1

Correlations
Security
problems
Social
problems
Environmental
problems
Politics
Financial
problems
Load
shedding

.220

.088

.143

.293

1.000

.101

.103

-.093

.102

-.064

.314

.212

.165

.251

.101

1.000

.172

-.005

.075

.080

.276

.415

.238

.320

.103

.172

1.000

.075

.210

.149

.119

.217

.023

-.100

-.093

-.005

.075

1.000

.227

.192

.054

.264

.270

.209

.102

.075

.210

.227

1.000

.053

.187

.139

.000

-.218

-.064

.080

.149

.192

.053

1.000

From this table we can find that the overall problems that hamper the study of
female students are Transportation problems, Eve teasing, Social problems, Security
problems, and environmental problems

Students academic performance & impact of related factors

3
2

Impacts of the factors that hamper study on


students in Hostel/Hall/Mess:
In public universities students admit from different districts. Most of them stay in
hall of the university. Not only university students but also college students and
school students stay in institutions hostel or in mess. They also face many problems
that hamper their study. We will try to reveal the factors that hamper their study in
this part.
In the below chart we can see the major problems that a residential student face.
The chart is showing his/her problems that hampers their study most.

Students academic performance & impact of related factors

3
3

From this chat we can see that the students have much negative impact of
politics, accommodation and hall political problems that hamper study most
13.53%, 13.4%, 12.35%. After that students have hall facility, security
problems, environmental problems and financial problems.

Impacts of factors on the students involved in


economical activities:
At present many students are self dependent. We have surveyed 109 university
students who are involved in any economical activities. And we found that their
economical activities have not much impact on academic performance. We can see
this impact by the following chart

Most of the students results are in the range of CGPA 3.0-3.6 out of 4.
Most of the students are very dissatisfied with the transportations factor.
Some of them complained that most often they reach to the workplace late.
We have researched about the actual and estimated time to go to their
workplace.

Students academic performance & impact of related factors

3
4

Here the graph shows that 35 despondences said that the estimated time to
go their workplace is less than half hour and the actual time is also half hour.
29 said the estimated time is .5>1 hour and actual is less than half hour. 5
despondences told that their estimated time is 1.5>2 hour but the actual
time is .5>1 hour. 13 told that estimated time is 1-1.5 hour and actual time is
.5>1 hour. 19 told that estimated time is .5>1 hour and actual time is .5>1
hour.

Students academic performance & impact of related factors

3
5

Most of the students are doing tuitions as economical activities. Age group
21-25 do this job the most.

Impact of time to go to institute:


Most of the students face problems to go to institutions. In our country
transportation is one of the major problems. Students are the one of the most
sufferer of this problem. We found that actual time to go to the institutions most
often is less than the time generally passes to go institutions.

We found that most of the students use public bus as their transport to go to
institutions. So we can recommend the improvement of public bus service to
develop transport system as well as to reduce hampers cause of
transportation.

Students academic performance & impact of related factors

3
6

To find out what transportation problems hampers their study we have asked
to mark some problems and the result is shown below:

Students academic performance & impact of related factors

3
7

From the chart we can see that most of students think that Traffic jam,
insufficient bus, poor road and vehicle condition and many types of
harassments are the main problem of our transportation system.

Students academic performance & impact of related factors

3
8

Impact of political problems:


Politics is one of the core factors of human life. It has both advantages and
disadvantages too. Unfair politics practice can destroy a nation. On the other hand
fair political practices can develop the country to the pick of success. But what
students think about student politics? Is it necessary for students?
We asked 830 students that about student politics can contribute in national
development. And they answered us in likeness scale.

29.14% of students are neutral with the statement. 27.46% agreed, 10 %


strongly agreed, 14.46% disagreed and 18.92% strongly disagreed.
We have tried to find out which political activities hamper their study much.
We have covered some question and find out the following answers:

Students academic performance & impact of related factors

3
9

From this table we found that all types of political activities hampers the study of
the students much. Among them strikes and unfair student politics hampers them
much.

Students academic performance & impact of related factors

4
0

Impact of environmental problems:


In many cases environmental cases hampers study. Many of the factors can be
hampers study. The overall environmental problems that hamper study can be
found by the following chart:

Here we can see that students of private institutions have most problems
concerning environment.
But what type of environmental problems hampers study. We can define that
by the below chart.

Students academic performance & impact of related factors

4
1

Here we can find that noise, dust in class room, building facilities and the
most important washroom facilities are the main factor considering
environmental problem.

Students academic performance & impact of related factors

4
2

The solution we need first:


Here the ranking of the problems that should be solved orderly. This order is
manipulated by the response of the respondents. They ranked these problems
serially solved in order of impacts

43% respondents agrees that Transportation problem has greater impact on the hamper of
study, so it got much importance and ranked in peak position to be solved.

Then latterly Load shedding problem is ranked 2 , to be solved

Financial problems are ranked 3rd with 19%

Social and environmental factors are less importance grabber by 7% & 5% respectively

Students academic performance & impact of related factors

4
3

Remarks
We worked with 38 variables in this research and finally ended with 5 most influencing factor
that make a clear impact on our dependant variable (GPA). Here GPA was the scale we
selected as to measure the academic performance of students.
The factors, like social an environment factors had really a few or no impact on the
performance of the academic result. Where 3 major influence factors are transportation,
Financial and load shedding.

Students academic performance & impact of related factors

4
4

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