An Investigation of Factors that Influence the Academic Performance of Undergraduate Students of Public Universities in Ghana
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Abstract The aim of this study was to assess the extent to which background characteristics, students’ attitudes to learning, and students’ use of social media influence academic performance among undergraduates in Ghana. It was hypothesized that previous performance, hours of study, family income, having a personal study schedule, attending lectures regularly, participating in class discussions, taking notes during lectures, use of alcohol, and use of social media, among other factors will influence a student’s grade point average (GPA). Questionnaires were distributed to 1,500 students across four universities, of which 626 completed questionnaires were returned (N = 626). Correlation analysis showed that only hours of study was strongly related to GPA (r = .1, p = .05). Independent-samples t tests showed that students who had personal study schedules, attended lectures regularly, participated in class, took notes, chatted on Facebook, did not use alcohol, regarded a higher GPA as important, and who lived Off-campus, respectively, had a higher mean GPA. The study has contributed to the literature on factors that affect undergraduate academic performance in Ghana by investigating the effect of several demographic and attitudinal factors on student GPA. The findings indicate that to enhance academic performance it is important to influence students’ attitudes and dispositions toward learning, including lecture attendance, participation in class, self-initiated or independent learning, use of social media, and abstinence from alcohol.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.008 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.005 |
| Scholarly communication | 0.000 | 0.002 |
| Open science | 0.002 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it