"Student’s academic performance and impact of relative factors" is actually a research paper conducted by us. it is a full research paper and the result is authentic.

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"Student’s academic performance and impact of relative factors" is actually a research paper conducted by us. it is a full research paper and the result is authentic.

© All Rights Reserved

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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.

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.

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

their academic activities to attain the higher level of quality in academic success (Barnard,

2004; Henderson, 1988; Shumox & Lomax, 2001).

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).

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.

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

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).

financial problem, environmental problem, social and security problems and students poor

academic performance. For this research two sets of variables are selected

The independent variables are transportation problem, load-sheding, financial

problem, environmental problem, social and security problems

Y=a+ b1X1+b2X2+b3X3+b4X4+b5X5

Here,

X1= Transportation Problem

X2= Social Problem

X3= Financial Problem

X4= Financial Problem

X5= Load-sheding

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**

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

.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

study

-.205

-.363

.550

.238

.189

Hall_facility

-.265

.175

.547

.381

-.057

.425

.153

-.655

-.352

.246

.012

.123

.727

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

a. 5 components extracted.

1

0

Compon

ent

Initial Eigenvalues

Total

% of Variance

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

that 1 are elected to form factors and according to

their nature Five Major Factors are selected.

78.244% of dependent variable can be explained by

these factors.

Graphical presentation

of variables plotted

against eigen value

1

1

Hypothesis (s)

Transportation

1.

Ha: Transportation problem hampers students academic performance

Social

2.

Ha: Social problem hampers students academic performance

Environmental

3.

Ha: Environmental problem hampers students academic performance

financial

4.

Ha: Financial problem hampers students academic performance

Load Shedding

5.

Ha: Load shedding hampers students academic performance

1

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

between dependent and independent variable which shows the explained variation

values. Here sum of squares is 9.110.

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

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

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

1

3

hypothesis is accepted.

So, from the hypothesis testing, we can conclude that, transportation problem hampers

students academic performance.

Ho: Social problem doesnt hamper students academic performance

Ha: Social problem hampers students academic performance

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

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

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.

1

4

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

Lighting_ventilation, Noise

b. Dependent Variable: GPA

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

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.

1

5

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

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

1

6

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

b. Dependent Variable: Loadshedding hampers the study

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.

1

7

Multiple regression:

Model Summary

Model

R Square

.646a

Adjusted R

Square

Estimate

.716

.669

.36788

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

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

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

231

1

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.

1

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.

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:

Descriptive Statistics

Mean

Std. Deviation

3.53

1.165

106

2.92

1.651

106

2.07

1.282

106

3.46

1.212

106

3.55

1.015

106

2.77

.969

106

Hall facility

3.24

1.029

106

2.85

.944

106

3.62

.810

106

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

.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.

2

2

Coefficientsa

Model

Unstandardized

Standardized

Coefficients

Coefficients

1 (Constant)

Std. Error

-1.768

.630

-.003

.060

Load shedding

.102

Politics

Beta

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

.118

.482

.378

.317

.24

Hall politics

.216

.100

.017

.414

.373

.215

.15

Environmental problems

.105

.093

-.080

.290

.208

.115

.08

Hall facility

.099

.088

-.076

.273

.237

.114

.08

Social problems

.144

.095

.117

1.514 .133

-.045

.333

.203

.153

.11

Security problems

.353

.112

.131

.576

.415

.306

.23

Transportation

.378

.083

.213

.544

.371

.421

.33

Financial problems

-.006 -.00

study

Correlations

Overall

Financial

Load

Hall

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

.373

.335

-.277

.473

1.000

.224

.249

.196

.091

-.047

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.

2

4

Descriptive Statistics

Mean

Std. Deviation

3.23

1.130

639

2.33

1.447

639

3.04

1.231

639

3.12

1.313

639

3.15

1.131

639

2.45

.965

639

2.65

1.058

639

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

.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.

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

From this table we can make regression equation and the equation will be:

Y=1.128*(-.118x1)*(-.156x4)*(.736x7)

2

6

Correlations

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.

2

7

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:

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

4.00

1.151

309

3.68

1.211

309

Early Marriage

2.68

1.230

309

Eve teasing

3.54

1.257

309

3.69

1.412

309

3.98

1.187

309

3.30

1.205

309

2.83

1.204

309

1.99

1.348

309

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

.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

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

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

Environmental

Financial

Load

problems

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

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

3

2

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.

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.

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.

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.

3

5

Most of the students are doing tuitions as economical activities. Age group

21-25 do this job the most.

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.

3

6

To find out what transportation problems hampers their study we have asked

to mark some problems and the result is shown below:

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.

3

8

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.

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:

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.

4

0

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.

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.

4

2

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.

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

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.

4

4

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