CHAPTER 2
REVIEW OF LITERATURE
Review of literature
Emmanuel Gbenga Dada (2024), Understanding the key determinants of students' academic
performance is paramount for educators, policymakers, and institutions to enhance learning
outcomes and facilitate targeted interventions. The absence of a cohesive framework for
understanding academic achievement poses a barrier to effective interventions and policies,
hindering educators and policymakers from implementing targeted strategies for student
improvement. To address this challenge, it is crucial to conduct a thorough examination of
the factors influencing academic performance, prioritizing their identification, exploring
interactions, and examining their relative impact. Through this research, educational
stakeholders can gain insights to develop evidence-based strategies that foster equitable
learning outcomes and pave the way for academic success for all students. In this research,
linear regression is chosen as the primary model due to its ability to model relationships
between variables, making it suitable for assessing the impact of multiple factors on
academic performance. Simulation results show that the proposed model achieved 98%
accuracy in predicting the factors that are affecting students' academic performance. The
findings derived from the linear regression analysis offer statistical insights into the key
factors influencing students 'academic performance. It also incorporates visual aids to
enhance the Darity and interpretability of the results. This research interprets the
implications of these key factors and discusses their broader significance in the context of
students' academic performance.
Dr. G.Madhukar (2023), This study says about education is regarded as essential not only for
individual advancement, but also for development a community and a nation. Individuals
must raise awareness and improve their educational skill in order to improve in all areas and
use modern and innovative techniques and methods. The primary goal of this research
paper is to identify the factors that influence student`s academic performance in secondary
school in Hydharabad. There are numerous factors within and outside of secondary schools
that influence student`s academic performance. The main areas that have been considered
include factors influencing student`s academic performance, academic performance and
large number of students in class, parental and associated factors relating to academic
achievement, and the contribution of school factors to student`s academic performance.
Bishwarup Ghosh & Goutam (2019), The importance of quality schooling is increasing day
by day with country`s progress. Schooling is the backbone of a country. This study focuses on
the identification and the assessment of factors affecting performance of secondary and
higher secondary school in India. The objective is also to calibrate the performance
indicators and assess the inter-linkages among those factors. A survey using a questionnaire
containing nineteen items is conducted within the help of 136 qualified and experienced
secondary and higher secondary school teachers and the result shows that the factors can
be grouped into five major dimensions. The impact of one dimension on the other are also
tested through regression analysis.
Levi Doe Kalagbor (2016), The study examined factors that positively influencing student`s
academic performance in private and public secondary school Rivers State -Nigeria. One
research question addressed the objectives and problems of the study. The instrument used
for the collection of data was the “Student`s academic performance questionnaire” (SAPQ),
Structured on the 4 point Likert scale measurement. A table was constructed; frequency
counts, percentage and mean compiled to provide answers to the research question.
Elizabeth Luttah Waseka & M.W. Simatwa (2016), Quality of education is assessed on the
basis of learner`s achievement. Performance in kenya certificate of secondary education is
therefore a good indicator of the quality of education offered in school. This is because it is a
standardized instrument and therefore a reliable measure. Regression analysis is technique
was used to establish the influence of student factors on student`s academic performance.
Unrest absenteeism from school, class and preps were not statistically significant predictors
of student`s academic performance.
Eunice W. Waweru (2012), This study says about performance in secondary school has been
of great concern to administrators, parents, teachers and students over the years. This study
will analyse the factor affecting the academic performance in Embakasi division. It will also
investigate factors that contribute to poor performance besides the ones already mentioned.
R. Sahaya Mary (2011), Investigated the connection between the B.Ed students teacher`s
attitudes and academic achievement. 336 B.Ed students-teachers from five Chennai-area
colleges of education made up the sample. They were chosen using a satisfied random
sample procedure, and the study`s statistical tools included the mean, standard deviation, t-
test, and one way ANOVA. According to the study`s findings, Student teachers have a
generally positive attitude regarding their work. The student teacher`s academic
performance is one again below average.
Ismail and Awang (2008) examined differences in mathematics achievement among eighth
grade students using a secondary analysis of the data the students who are from Malaysia
participated in the Trend International Mathematics and Science Study (TIMSS). School,
home, demographic and socio-economic variables were used to investigate the differences
in the mean student mathematics scores. The data show that gender, the language spoken
at home, expected educational level, family background and home educational resources
and aids have significant influence on the student`s level of mathematics achievement.
Hammed and Tournbeli (2007) highlighted that the academic achievement of any students
or society in general does not just emerge but with a combination of prevailing variables.
There are numerous factors influencing academic achievement. These include school quality,
teacher quality, and poor implementation of policy on education, school environment and
provision of resources. Other research findings have shown that individual characteristics
such as motivation, orientation self esteam, self-concept, emotional intelligence, self-efficacy
and learning approaches are important factors influencing academic achievement.
The main objective of the study of Sharma, Narayan and Subramanium (2006) was to find
out the relationship between self concept, achievement motivation and achievement in
mathematics among boys and girls. The sample of the study constituted 80 students of sixth
class of Government and Old Champion Middle schools of Madhya Pradesh. No relationship
between self concept and achievement motivation among boys was found while a significant
positive relationship was found between self-concept and achievement motivation among
girls. Boys and girls have shown a significant relationship between achievement motivation
and achievement in mathematics. More positive the self-concept and achievement
motivation of boys greater will be their achievement in mathematics.
Manimekalai and William (2005) studied the effect of achievement motivation on scholastic
achievement among the plus two girls. A sample of 100 boys and 350 girls of three
government and three private higher secondary schools was taken from Kumbakonam,
Thanjavur District of Tamilnadu. Cluster sampling technique was used for the selection of
sample. The results showed a positive relationship between academic motivation and
scholastic achievement of girls. It also revealed that girls of private schools had more
achievement motivation than girls of government schools and had more scholastic
achievement too.
Krashen (2005), Concluded the 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 al school. They can better assist their children in their work and
participate at school.
Cornelius (2000), Intelligence, attitude toward the teaching profession, and academic
accomplishment of teacher trainees are the elements that distinguish the various groupings
of topics, According to Cornelius on the factors determining teacher competency of teacher
trainees at the secondary level.
Radha (1998) studied academic achievement and certain selected variables with the
objective to build a discriminate function model for academic achievement in high school by
taking creativity, medium of instruction, religion, socio economic status, sex, type of school
as an independent variable and found that the difference between academic achievement of
boys and girls was marginal and not statistically significant. Students from English medium
school were high academic achievers than Malayalam medium schools. Navodaya
Vidyalaya’s appeared to promote academic achievement followed by unaided schools, and
student of government schools did not represent any among the high academic achiever
category. Socio- economics status appeared to be the predictor of academic achievement.
Kingra and Kaile (1994) found impact of achievement motivation upon socio-economic
status and academic achievement. They found negative correlation between academic
achievement motivation and academic achievement. This shows that students with desire to
excel may not actually get good marks in the examination, because there are many other
factors cognitive and non-cognitive upon with academic achievement of pupils depend.
Goyal and Kaur (1991) investigated the relationship of verbal and non-verbal intelligence
with academic achievement in different school subjects of 320 students (boys and girls) of
ninth class from three higher secondary schools of Patiala. It was found that verbal
intelligence was related to academic achievement in English, Mathematics, Punjabi, Hindi,
Science and Social Studies both for boys and girls, while non-verbal intelligence was
significantly correlated with only English, Mathematics and Punjabi for girls and English,
Mathematics, Hindi and Science for boys.
Bretscher et al. (1989) in their study found that students who were involved in learning,
scored significantly higher than their counterparts. They further contended that effectance
motivation was a predictor of mathematics achievement. This influence is understandable
since students with high motivation usually enjoy doing mathematics, stick at problems until
they are solved and become absorbed in their mathematical problem solving activities.
Srivastava (1987) designed a study to determine the nature of relationship between
academic achievement and intelligence of high school pupils. 260 adolescents from the
urban and rural areas of Tehri-Garhwal district were selected for study. Mehrotra’s
intelligence test was administered to check the intelligence level of the subjects. The results
revealed that academic achievement is positively correlated with intelligence at its every
level. Chadha and Chandna (1990) studied correlation between creativity, intelligence and
scholastic achievement on a sample of 79 students (42 boys and 37 girls) of grade 11th from
reputed Delhi school. Findings of the study show positive and significant correlation
between creativity and intelligence and creativity and scholastic achievement. A positive and
significant relationship between intelligence and scholastic achievement was found when
the effect of creativity was partially out.
Gakhar (1986) conducted a correlational research to find individual differences in
intelligence, aptitude, personality and achievement among science, commerce and arts
students. The sample consisted of 150 students of Prep class, (50 students from science
stream, 50 students from commerce and 50 students from arts group). Jalota’s Group Test of
General Mental Ability, Differential Aptitude Test of George, Herold and Alexander and 16PF
by Cattell and Eber (1962) were administered to the sample. Marks obtained in the
Matriculation Examination conducted by Punjab School Education Board were taken as
achievement scores. It was found that intelligence was more closely associated with
aptitude and achievement than personality factors in all the three groups.
Sontakey (1986) studied a comparative study of personality factors and achievement
motivation of high and low achievers in natural and biological sciences. The study was
conducted on 482 boys and girls (251 high achievers and 231 low achievers). It was found
that high achievers were more intelligent than low achievers. High achievers belonged to
higher socio-economic status background. High achievers and low achievers did not differ
significantly on achievement motivation.
Sinha (1970) investigated the factors associated with success and failure in university
education.185 students securing more than 50% marks were considered as high achievers.
The students who had failed in their last examination and also those who had obtained
marks less than 47% were considered as low achievers. It was found that the majority of
high achievers belonged to categories of very superior intelligence.
Rao (1965) investigated the factors related to scholastic achievement. He found that
intelligence; study habits and school attitude were significantly related to the prediction of
scholastic achievement. The multiple correlations co-efficient between achievement scores
of the intelligence, study habits and attitude towards school was quite high. The three
independent variables namely intelligence, study habits and school attitude were
significantly related to the prediction of scholastic achievement while the socio-economic
status was not.
Adaval et al. (1961) tried to find out the possible causes of failure in high school examination
and to suggest ways and means to eradicate them. The sample comprised of eighty girls and
116 boys who had failed in the examination conducted by the Board of High School and
Intermediate education, Uttar Pradesh. The study revealed that the majority of the students
were below average in intelligence.
M.S. Farooq & A.H. Chaudhry, This study was conducted to examine different factors
influencing the academic performance of secondary school students in a metropolitan city of
Pakistan. The respondents for this were 10th grade student`s. A survey was conducted by
using a questionnaire for information gathering about different factors relating to
performance of student`s. The academic performance was gauged by the result of their 9th
grade annual examination. The results of the study revealed that socio-economic status (SES)
and parent`s education have a significant effect on student`s overall academic achievement
as well as achievement in the subjects of mathematical and English. The high and average
socio-economic level affects the performance more than the lower level. It was found that
girls perform better than the male students.
Tshewang Rabgay, The purpose of this study was to investigate the factors affecting
academic performance of the student`s of a higher secondary school in Bhutan. The
dependent variable considered for the study was student`s academic performance, which
was indicated by student`s test scores and the independent variables were student`s
demographic characteristics, parent`s socioeconomic status. The data were collected 241
student`s of the school using two questionnaireLearning And Study Strategy Inventory and
Baumrind`s Parenting Style Questionnaire. Correlation analysis, Independent samples t-test
and descriptive analysis were used to analyse data. Of the three parenting styles, namely
authoritative, authoritarian and permissive, It was found that authoritative parenting results
in better academic performance. The finding also revealed that student`s had average level
learning and study skills. Recommendations were suggested to improve student`s academic
performance.
Ms. Preeti Bala & Ms. Kausar Quraish Shaafiu, With special reference to Maldives the
secondary school student’s academic achievement is studied in the present study in relation
to their problem solving ability and examination anxiety. In the present study descriptive
survey method was used to obtain pertinent and precise information. The objectives of the
study were to explore the relationship between academic achievement and examination
anxiety and the relationship between academic achievement and problem solving ability.
Study also evaluated the difference of female and male student’s academic achievement,
problem solving ability and examination anxiety. The sample of the study consists of 200
secondary school students of Maldives. 100 males and 100 females were randomly selected
to participate in the study. Two standardized questionnaire and previous years mark sheet of
the participants collected as data for the research. Examination Anxiety scale and Problem
solving Ability scale were administered on 10 different secondary schools of Maldives. The
study concluded that there exists no significant difference between male and female
students in academic achievement, problem solving ability and examination anxiety. The
study also revealed that there exists a positive correlation between academic achievement
and problem solving ability and also showed that there exists a negative correlation between
examination anxiety and academic achievement.
