impact of social factors on academic performance

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IMPACT OF SOCIAL FACTORS ON ACADEMIC PERFORMANCE

A BUSINESS PROJECT THESIS

Submitted by

JITHIN PRABHA P

ANOOP MOHANAN

JAYAKRISHNAN VR

In partial fulfilment for the award of the degree of

MASTER OF BUSINESS ADMINISTRATION

Under the guidance of

DR. S SUNITHA

SCHOOL OF MANAGEMENT STUDIES

NATIONAL INSTITUTE OF TECHNOLOGY CALICUT

NIT CAMPUS PO, CALICUT

KERALA, INDIA 673601

MAY, 2014

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DECLARATION

I hereby declare that this submission is my own work and that, to the best of my knowledge

and belief, it contains no material previously published or written by another person nor

material which has been accepted for the award of any other degree or diploma of the

university or other institute of higher learning, except where due acknowledgment has been

made in the text.

Place: NIT CALICUT Signature

Date: 08/05/2014 Name:

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ABSTRACT

This study was conducted to examine different factors influencing the academic performance of

students in National Institute of Technology Calicut. The respondents for this study were under

graduate and post graduate students (100 students) in National Institute of Technology Calicut. A

survey was conducted by using a questionnaire for information gathering about different factors

relating to academic performance of students. The academic performance was measured by the total

CGPA and CGPA of the last semester. Standard t-test, Correlation and ANOVA were applied to

investigate the effect of different factors on students’ achievement. The results of the study revealed

that involvement in sports activity, involvement in romantic relationship and gender affect the

overall CGPA of the students and involvement of all kind of extracurricular activities effect the

immediate CGPA. The inverse relationship between the social factors and academic performance

and negative correlation between CGPA of partners is very interesting results .The students who

got less marks are not satisfied with their performance which opens a wide chance for the teachers to

motivate them to achieve good results in the future. It was found that girls perform better than the

male students.

Keywords: Extracurricular activities, demographic factors, gender and academic achievement,

romantic relationship social factors.

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Table of Contents

ABSTRACT

LIST OF TABLES

1. CHAPTER 1………………………………………………………………………07

1.1 INTRODUCTION……………………………………………………………07

2. CHAPTER 2………………………………………………………………………08

2.2 LITERATURE REVIEW ……………………………………………………..08

3. CHAPTER 3………………………………………………………………………10

3.1 RESEARCH METHODOLOGY ……………………………………………..10

3.1.1 Data Source and Data Type……………………………………………10

3.1.2 Tools Used for Analysis………………………………………………..10

4. CHAPTER 4………………………………………………………………………..11

4.1 OBJECTIVES OF THE STUDY………………………………………………11

5. CHAPTER 5………………………………………………………………………..12

5.1 RESEARCH HYPOTHESES………………………………………………….12

6. CHAPTER 6………………………………………………………………………..13

6.1 DATA ANALYSIS AND INTERPRETATIONS……………………………..13

6.1.1 Analysis 1 - Cronbach’s alpha…………………………………………..13

6.1.2 Analysis 2- Frequency Distribution……………………………………..13

6.1.3 Analysis 3 – Descriptive Statistics………………………………………15

6.1.4 Analysis 4 – T-test to find the relationship between academic………….16

performance and involvement in romantic relationship…………………18

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6.1.5 Analysis 5 - Correlation Matrix to find the cross relationship……………20

6.1.6 Analysis 6 -Involvement in Students committee–Anova………………....21

6.1.7 Analysis 7 - Involvement in cultural clubs – Anova………………………22

6.1.8 Analysis 8 - Involvement in Sports Team – Anova……………………….22

6.1.9 Analysis 9 - Involvement in Other Activities……………………………..23

6.1.10 Analysis 10 - Hours per week spend on studying – Anova……………….24

6.1.11 Analysis 11 - Age – Anova………………………………………………..24

6.1.12 Analysis 12 - CGPA and Satisfaction……………………………………..26

7. CHAPTER 7…………………………………………………………………………..27

7.1 CONCLUSION …………………………………………………………………..27

8. CHAPTER 8…………………………………………………………………………..28

8.1 RECCOMENDATIONS AND SCOPE………………………………………….28

9. CHAPTER 9………………………………………………………………………….29

9.1 APPENDICES……………………………………………………………………29

9.1.1 Questionnaire……………………………………………………………..29

10. CHAPTER 10…………………………………………………………………………33

10.1 BIBLIOGRAPHY………………………………………………………………..33

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LIST OF TABLES

Table 1 : Case processing summary............................................................................13

Table 2 : Reliability test……………………………………………………………..13

Table 3: Frequency distribution – Age………………………………………………14

Table 4: Frequency distribution – Relationship status………………………………14

Table 5: Frequency distribution – Relationship status………………………………14

Table 6 – Descriptive Statistics……………………………………………………...15

Table 7: Group Statics –Involvement In Relationship……………………………….16

Table 8: Independent Sample T-Test –Involvement In Relationship………………..16

Table 9: Correlation – CGPA of partner and CGPA of participant…………………..17

Table 10: Correlation matrix – relationship between variables………………………19

Table 11: Involvement in Students committee–Anova……………………………….20

Table 12: Involvement in cultural clubs- Anova……………………………………...21

Table 13: Involvement in sports club- Anova………………………………………...22

Table 14: Involvement in other activities- Anova…………………………………….22.

Table 15: Hours per week spend on studying- Anova………………………………...23

Table 16: Age- Anova ………………………………………………………………...24

Table 1 : Correlation matrix – CGPA and Gender……………………………………25

Table 18: Correlation matrix – CGPA and Satisfaction……………………………….26

The Effect Of Social Factors On Academic Performance Of Students In NIT Calicut

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1. CHAPTER 1

1.1 INTRODUCTION

College students are facing a lot of challenges in their daily life decision making. Often times

these decisions are affected by outside factors that are beyond the control of the student (i.e.

work, athletics, and involvement in organizations). These variables are inside and outside

college that affect students‟ quality of academic achievement. These factors may be termed as

student factors, family factors, school factors and peer factors. Involvement in romantic

relationship and other demographic factors also influence the academic performance of the

students. While involved in a relationship during college, one might be forced to choose either

studying for college or spending time with the partner, leaving the student with increased

amounts of stress. Social factors such as romantic relationships, organizations and clubs, and

sports activities have been found to have effects on students' academic performance. These

social factors affect academic performance in terms of time demanded and the psychological

state they may cause. Students overall grade can be expressed as a sum total of all these

student, family, college and peer factors. The students of NIT Calicut are those who score

higher ranks in qualifying examination coming from various part of the country. But some of

them fail to perform well in the examination and end up with scoring low marks and poor

overall CGPA. Even though the intellectual capacity and the other environment (such as basic

infrastructure, quality of teachers etc.) are same certain students perform better than other

students and vice versa.

The purpose of this exploratory study was, therefore, to identify and analyze the factors that

influence academic performance of students in NIT Calicut. The study sought to define

relationships between selected student factors (demographic information, involvement in

various extracurricular activities, relationship status etc) and academic performance

(measured in terms of the total CGPA and CGPA in the last semester) of the students of NIT

Calicut. A formal study of this nature contributes towards unraveling those significant

determinants of students‟ performance that need to be addressed for better performance of

students in academic areas. The findings of this study may also be applicable to other institute

which operates in similar environments.

Chapters (See 2.2.1 of guidelines)


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2. CHAPTER 2

2.1 LITERATURE REVIEW

A number of studies have been carried out to identify and analyze the numerous factors that

affect academic performance. Demographic factors and Social factors such as romantic

relationships, organizations and clubs, sports activities have been found to have effects on

students' academic performance. These social factors affect academic performance in terms of

time demanded and the psychological state they may cause. A student may be influenced to

be involved in any of the stated variables. (S.S. Umar, 2010)

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 ( (Barry,

2004)). Gender, ethnicity, and father‟s occupation are significant contributors to student

achievement ( (McCoy, 2005).Theory of Educational Productivity by Walberg 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 influence of age and gender on academic performance has been investigated in a number

of studies with widely differing conclusions. Most of the differences in reported findings are

due to varying contexts such as subject of study, age and gender interactions. Research has

shown that men perform better than women in certain settings while women outperform men

in other settings (Haist SA, 2000). On the other hand, found no evidence of academic

performance being influenced by gender. Based on an analysis of close to two million

graduating students, Woodsfield and Earl-Novell ( (Earl-Novell, 2006)) found that female

students outperformed male students and attributed this partly to female students being more

conscientious and thus less likely to miss lectures

The daily routine of university life brings new sleeping and eating habits, increased workload,

and new responsibilities. University students are prone to stress due to the transitional nature

of university life (Wright, 2006). They must adjust to being away from home, perhaps for the



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first time, and maintain a balance between high level of academic success and a new social

environment. These daily stressors do not cause anxiety by themselves. Stress results from

interactions between stressor and the individual's perception about the stressor (Romano,

1992). The amount of stress experienced may be influenced by the individual's ability to

effectively cope with stressful events or situations (Thomas J. D'Zurilla, 1991). A romantic

relationship may ease environmental stress (Berger, 1997). Paul and White observe that being

in an intimate relationship involves trust, sensitivity, and responsiveness, being able to make a

commitment, striving for equity and mutuality. For a student, it also means working to

achieve academic balance.

Research conducted by Kerssen-Griep, Hess, and Tree on learning motivation and interaction

in school shows that student perception of instructional behavior sustains their involvement in

classroom (Kerssen-Griep, 2003). Jackson, Weiss, Lundquist, and Hooper examine the degree

to which cognitive motivation predicts academic performance. They point out that increased

school activity may assist motivation (By Jackson, Weiss, Lundquist, & Hooper, 2007). Paul

and White (1990) examined extracurricular activity participation and academic achievement

in a senior high school setting. They found that extracurricular activities and academic

performance were highly correlated. They supported the hypothesis stated by Mynell (2004)

more involvement in school activities means a better grade point average.

There is a range of factors that affect on the quality of performance of students (Marzano,

2006). A series of variables are to be considered when to identify the affecting factors towards

quality of academic success. Identifying the most contributing variables in quality of

academic performance is a very complex and challenging job. The students in any college

belong to a variety of backgrounds depending upon their demography. This diversity is much

vast and complex. Keeping in view all these discussions, this study is intended to examine the

effect of different factors on the students‟ quality of academic achievement and academic

performance in National Institute of Technology Calicut.


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3. CHAPTER 3

3.1 RESEARCH METHODOLOGY

3.1.1 Data Source and Data Type

Ninety eight participants took part in the study. The population consisted of undergraduate

and postgraduate students from National Institute of Technology Calicut who participated on

a strictly voluntary basis.. Participants were encountered both in the classrooms at National

Institute of Technology Calicut and in random social interaction inside and outside the

campus. Multistage sampling is used in the selection of the participants and participants

represents different years and batches of the institute. Packets for the research contained the

twenty three-question survey for those who are not in relationship and thirty one-question,

eight questions additional, to those who are in relationship... The survey consisted` of a broad

range of questions aimed at measuring the student‟s level of involvement in a relationship and

other extracurricular activities and its effects on their Academic performance. The first nine

questions regarded biographical information of the participant, i.e. “working status,

relationship involvement, age and approximate GPA.” The remaining questions were rated on

a scale of one through five and were intended to measure the participant‟s social involvement.

The design was a correlation research. The variables evaluated were grade point average,

involvement in extracurricular activities and in romantic relationship. Procedure asked the

participants to fill out a survey prepared for the research. For the purposes of remaining

anonymous, participants were also asked not to put their names anywhere on the survey. Both

primary and secondary data is used for the project. Primary data is collected through

questionnaire and online survey and Secondary data collected from NITC official website.

The research uses 5 point scale for grading system.

3.1.2 Tools Used for Analysis

The tools used for the data analysis are Microsoft Excel, SPSS. SPSS was used for doing the

correlation analysis of the variables, ANOVA and other descriptive statistics. Microsoft Excel is

used for basic statistical operations.


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4. CHAPTER 4

4.1 OBJECTIVES OF THE STUDY

The main objectives of the study were to

a) To analyse the effect of romantic relationships on the academic performance of students

in National Institute of Technology Calicut.

b) To analyse the effect of involvement in clubs or organizations on the academic

performance of students in National Institute of Technology Calicut.

c) To analyse the effect of membership in student committee on the academic performance

of students in National Institute of Technology Calicut?

d) To analyse the effect of excessive sporting activities on the academic performance

students in National Institute of Technology Calicut?

e) To analyse the effect of other extra and co curricular on the academic performance

students in National Institute of Technology Calicut?

f) Find the difference in academic performance of the students in relation to their gender.

The sub objective of the study include

a) To find out the relationship between current and overall CGPA of the students to check

the consistency in performance

b) To measure the degree of satisfaction of students with respect to their academic

performance.


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5. CHAPTER 5

5.1 RESEARCH HYPOTHESES

Ho: There is no significant relationship between involvement in romantic relationship and

students' academic performance.

Ho: There is no significant relationship between membership in student committee and


Ho: There is no significant relationship between membership in clubs and organizations and


Ho: There is no significant relationship between excessive sporting and students' academic

performance.

Ho: There is no significant relationship between other extra and co curricular activities and


Ho: There is no significant relationship between gender and student's academic performance.


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6. CHAPTER 6

6.1 DATA ANALYSIS AND INTERPRETATIONS

The collected data were analyzed by applying descriptive and inferential statistical measure.

A t-test was used to compare the academic performance of male and female students. The

significant effect of different factors on student‟s academic performance was explored

through multiple comparisons by applying ANOVA and correlation analysis using SPSS 16.

6.1.1 Analysis 1 - Cronbach’s alpha

Cronbach's alpha is a measure of internal consistency, that is, how closely related a set of

items are as a group. A high value of alpha is often used (along with substantive arguments

and possibly other statistical measures) as evidence that the items measure an underlying

construct.

Table 2 : Reliability test

Table 1 : Case processing summary

The alpha coefficient for the four items is 0.724, suggesting that the items have relatively high

internal consistency. Normally reliability coefficient value equal to or greater than 0.70 is

considered acceptable in most social science research situations.

6.1.2 Analysis 2- Frequency Distribution

The samples of ninety eight students include 37 female and 61 male students and the age of

the students range from seventy to twenty five.

Case Processing Summary

N Percentage

Valid 98 100.0

Excluded 0 .0

Total 98 100.0

Reliability Test

Cronbach's Alpha N of Items

.724 13


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Table 3 : Frequency distribution – Age

Relationship Status

Frequency Percent Cumulative Percent

In a relationship 27 27.6 27.6

Married 3 3.1 30.6

Single 68 69.4 100.0

Table 4 : Frequency distribution – Relationship status

Table 5 : Frequency distribution – Relationship status

Out of ninety eight sixty eight students are single contributing about seventy percentage of the

total sample size, three are married and twenty seven are in relationship. For analysis purpose

both married and those who are in relationship were combine to form a total of 30.

Age


below 17 31 31.6 31.6

17-19 22 22.4 54.1

20-22 3 3.1 57.1

23-25 41 41.8 99.0

above 25 1 1.0 100.0

Gender


Female 37 37.8 37.8

Male 61 62.2 100.0


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6.1.3 Analysis 3 – Descriptive Statistics

Table 6 – Descriptive Statistic

N Range Minimum Maximum Mean

Std.

Deviation

Involvement in extracurricular activities

Students committee 98 4 1 5 3.32 1.090


cultural clubs 98 4 1 5 3.15 1.263


Sports Team 98 4 1 5 2.80 1.251


Other Activities 98 4 1 5 2.74 1.213

Hours per week on spend studying 98 4 1 5 2.26 .988

Overall CGPA 98 4 1 5 2.77 .993

CGPA in the last semester 98 4 1 5 3.24 .995

Age 98 4 1 5 2.58 1.339

I am satisfied with my current academic

performance 98 4 1 5 3.11 1.226

I miss classes because of my

involvement in extracurricular activities 98 4 1 5 3.35 1.176

My extracurricular activities help me to

reduce stress 98 4 1 5 2.37 1.019

My involvement in sporting activities

affects my academic performance 98 4 1 5 3.31 1.009

My involvement in club activities

affects my academic performance 98 4 1 5 3.11 .951

I feel like I can balance academics and

my social life equally 98 4 1 5 2.19 .949


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6.1.4 Analysis 4 – T-test to find the relationship between academic performance and

involvement in romantic relationship

Table 7 : Group Statics –Involvement In Relationship

Correlation

CGPA of the

partner

Overall

CGPA

CGPA in the last

semester

CGPA of the partner

Pearson

Correlation 1 -.460

* -.336

Sig. (2-tailed) .011 .070

N 30 30 30

Overall CGPA

Pearson

Correlation -.460

* 1 .143

Sig. (2-tailed) .011 .452

N 30 30 30

CGPA in the last

semester

Pearson

Correlation -.336 .143 1

Sig. (2-tailed) .070 .452

N 30 30 30

Table 8 : Correlation – CGPA of partner and CGPA of participant

Involvement in

romantic relationship N Mean Std. Deviation

Std. Error

Mean

Overall

CGPA

No 68 2.62 .978 .119

Yes 30 3.10 .960 .175

CGPA in the

last

Semester

No 68 3.21 1.045 .127

Yes 30 3.33 .884 .161


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Independent Sample t-test

Overall CGPA CGPA in the last Semester

Equivalen

t variance

assumed

Equivalent

variance not

assumed

Equivalen

t variance

assumed

Equivalent

variance not

assumed

Leven’s test for equality of variance

F 0.637 0.951

Significance 0.427 0.332

t-test for

equality

of means

t -2.263 -2.80 -0.582 -0.621

df 96 56.524 96 65.048

Sig.(2 tailed) 0.026 0.026 0.562 0.537

Mean difference -0.482 -0.482 -0.127 -0.127

Std.difference 0.213 0.212 0.219 0.205

Lower(95% confidence ) -0.905 -0.906 -0.562 -0.537

Upper(95% confidence ) -0.059 -0.059 0.307 0.282

Table 9 : Independent Sample T-Test –Involvement In Relationship

From the table 8 Since the value of sig.(2 tailed ) is less than 0.05 we have to reject the null

hypothesis that the mean of two samples are same. Since there a significant difference in the

mean of the sample we can conclude that relationship effect the academic performance of the

students and since the mean of those who are in relationship is higher than that of those who

are not in relationship we can conclude that relationship effect the academic performance

positively.

But the correlation matrix (Table 7) shows that the CGPA of the partner is inversely related to

the CGPA of the participant. This means that even though the relationship got a positive

effect on the CGPA of the participants, considering both partners, the effect of relationship


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and academic performance cannot be treated as positive. It effect the CGPA of one partner

positively and that of other negatively.

6.1.5 Analysis 5 - Correlation Matrix to find the cross relationship between various

factors and the correlation of each factor with academic performance

A B C D E F G

A Pearson Correlation 1 .496** .184 .288

** -.009 .088 .213

*

Sig. (2-tailed) .000 .070 .004 .932 .387 .035

N 98 98 98 98 98 98 98

B Pearson Correlation .496** 1 .222

* .423

** .125 .037 .158

Sig. (2-tailed) .000 .028 .000 .219 .716 .119

N 98 98 98 98 98 98 98

C Pearson Correlation .184 .222* 1 .122 .385

** .525

** .504

**

Sig. (2-tailed) .070 .028 .233 .000 .000 .000

N 98 98 98 98 98 98 98

D Pearson Correlation .288** .423

** .122 1 .081 -.007 .232

*

Sig. (2-tailed) .004 .000 .233 .429 .942 .022

N 98 98 98 98 98 98 98

E Pearson Correlation -.009 .125 .385** .081 1 .419

** .450

**

Sig. (2-tailed) .932 .219 .000 .429 .000 .000

N 98 98 98 98 98 98 98

F Pearson Correlation .088 .037 .525** -.007 .419

** 1 .528

**

Sig. (2-tailed) .387 .716 .000 .942 .000 .000

N 98 98 98 98 98 98 98


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Table 10 : Correlation matrix – relationship between variables

The correlation matrix shows that the overall CGPA of students depend on involvement in

sporting activities and Hours per week spend on studies. And it also shows that the CGPA of

the participant in the last semester depends on Involvement in Students committee,

Involvement in Sports Team, Involvement in other Activities, Hours per week spend on

studying and Overall CGPA.

Since the scaling used in CGPA (1 – below 4.5 and 5 – above 9) and Involvement in

extracurricular activities (1- very active and 5- not at all active) are in opposite dimension a

positive value in correlation matrix means a negative relation. It means that the involvement

in sporting activities affect the overall CGPA of the students negatively. Since the scaling

used in CGPA (1 – below 4.5 and 5 – above 9) and Hours per week spend on studying (1- less

than 5 hours and 5- more than 25 hours) are in same format a positive value in correlation

matrix means a positive or direct relation. So we can say that there is direct relationship

between time spend for studies and the overall CGPA of the students. As the time spend on

studies increases the chance of getting high marks hence having a good overall CGPA also

increases. Similarly the CGPA of last semester is inversely associated with involvement of

G Pearson Correlation .213* .158 .504

** .232

* .450

** .528

** 1

Sig. (2-tailed) .035 .119 .000 .022 .000 .000

N 98 98 98 98 98 98 98

A – Involvement in Students committee

B – Involvement in cultural clubs

C – Involvement in Sports Team

D – Involvement in Other Activities

E – Hours per week spend on studying

F - Overall CGPA

G - CGPA in the last semester


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students in all extracurricular activities other than involvement in cultural activities. And the

results also shows that the overall CGPA and CGPA in the last semester is directly related

which means that the students perform consistently throughout their academic period without

much deviation from the marks that they obtained in the first year. And the correlation

between different factors of extracurricular activities shows that the students who are actively

involved in one factor is also actively participate in other extracurricular activities.

6.1.6 Analysis 6 -Involvement in Students committee - Anova

Table 11 : Involvement in Students committee - Anova

Since the significance value is greater than 0.05 in case of overall CGPA and involvement in

students committee we can accept the null hypothesis and conclude that there is no significant

relationship between involvement in student committee and Overall CGPA. But in the case of

CGPA in the last semester the value is 0.049 which is less than 0.05. So we will reject the null

hypothesis, that is there is no significant relationship between the two , and accept the

alternative hypothesis that there is a significant relationship between involvement in students

committee and CGPA in the last semester.

Sum of

Squares df

Mean

Square F Sig.

Overall CGPA

Between Groups 1.861 4 .465 .462 .764

Within Groups 93.741 93 1.008

Total 95.602 97

CGPA in the last

semester

Between Groups 9.272 4 2.318 2.482 .049

Within Groups 86.850 93 .934

Total 96.122 97


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6.1.7 Analysis 7 - Involvement in cultural clubs – Anova

Sum of

Squares df

Mean

Square F Sig.

Overall CGPA

Between Groups 3.018 4 .754 .758 .555


Total 95.602 97

CGPA in the last

semester

Between Groups 3.434 4 .859 .861 .490


Total 96.122 97

Table 12 : Involvement in cultural clubs- Anova


cultural club we can accept the null hypothesis and conclude that there is no significant

relationship between involvement in cultural club and Overall CGPA. In the case of CGPA in

the last semester the value is 0.490 which is greater than 0.05. So in this case also we accept the

null hypothesis that there is a no significant relationship between involvements in culture club

and CGPA in the last semester.

From table 11 we can observe that the significance value is less than 0.05 in case of overall

CGPA and involvement in sports team. So we will reject the null hypothesis and accept the

alternate hypothesis and conclude that there is a significant relationship between involvement

in sports team and Overall CGPA. In the case of CGPA in the last semester also the value of

significance is less than 0.05. So we will reject the null hypothesis, that is there is no significant

relationship between the two, and accept the alternative hypothesis that there is a significant

relationship between involvement in sports team and CGPA in the last semester.


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6.1.8 Analysis 8 - Involvement in Sports Team – Anova

Table 13 : Involvement in sports club- Anova

6.1.9 Analysis 9 - Involvement in Other Activities - Anova

Sum of

Squares df

Mean

Square F Sig.

Overall CGPA

Between Groups 4.635 4 1.159 1.185 .323


Total 95.602 97

CGPA in the last

semester

Between Groups 8.359 4 2.090 2.214 .073


Total 96.122 97

Table 14 : Involvement in other activities- Anova

Sum of

Squares df

Mean

Square F Sig.

Overall CGPA

Between Groups 28.556 4 7.139 9.903 .000


Total 95.602 97

CGPA in the last

semester

Between Groups 24.978 4 6.245 8.163 .000


Total 96.122 97


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other activities. So we can accept the null hypothesis and conclude that there is no significant

relationship between involvement in other activities and Overall CGPA. In the case of CGPA

in the last semester the value is greater than 0.05. So in this case also we accept the null

hypothesis that there is a no significant relationship between involvements in other activities

and CGPA in the last semester.

6.1.10 Analysis 10 - Hours per week spend on studying – Anova

Sum of

Squares df Mean Square F Sig.

Overall CGPA

Between Groups 18.807 4 4.702 5.694 .000


Total 95.602 97

CGPA in the last

semester

Between Groups 19.754 4 4.939 6.014 .000


Total 96.122 97

Table 15 : Hours per week spend on studying - Anova

From table 11 we can observe that the significance value is less than 0.05 in case of overall

CGPA and Hours per week spend on studying. So we will reject the null hypothesis and accept

the alternate hypothesis and conclude that there is a significant relationship between Hours per

week spends on studying and Overall CGPA. In the case of CGPA in the last semester also the

value of significance is less than 0.05. So we will reject the null hypothesis, that is there is no

significant relationship between the two, and accept the alternative hypothesis that there is a

significant relationship between involvement in Hours per week spend on studying and CGPA

in the last semester.


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6.1.11 Analysis 11 - Age – Anova

Sum of

Squares df

Mean

Square F Sig.

Overall CGPA

Between Groups 4.789 4 1.197 1.226 .305


Total 95.602 97

CGPA in the last

semester

Between Groups 4.263 4 1.066 1.079 .371


Total 96.122 97

Table 16 : Age- Anova

Since the significance value is greater than 0.05 in case of overall CGPA and Age. So we can

accept the null hypothesis and conclude that there is no significant relationship between Age

and Overall CGPA. In the case of CGPA in the last semester the value is greater than 0.05. So

in this case also we accept the null hypothesis that there is a no significant relationship between

involvements in other activities and CGPA in the last semester.

6.1.12 Analysis 12– T-test to find the relationship between academic performance and

Gender

Group Statistics

Gender N Mean Std. Deviation

Std. Error

Mean

Overall CGPA Female 37 3.08 1.010 .166

Male 61 2.57 .939 .120

CGPA in the last

Semester

Female 37 3.32 1.002 .165

Male 61 3.20 .997 .128


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Table 17 : T-test to find the relationship between academic performance and Gender

From the table 15 we can observe that the value of significance (2 tailed) is equal to 0.013

which is less than 0.05. So we have to reject the null hypothesis that the mean of two samples

are same. Since there a significant difference in the mean of the sample we can conclude that

Gender the academic performance of the students and since the mean value of overall CGPA

of Female students are higher than that of Male students we can conclude that Female

students perform better than Male students in academics.

Independent Sample t-test

Overall CGPA CGPA in the last Semester

Equivalen

t variance

assumed

Equivalent

variance not

assumed

Equivalen

t variance

assumed

Equivalent

variance not

assumed

Leven’s test for equality of variance

F 0.190 0.312

Significance 0.664 0.578

t-test for

equality

of means

t 2.519 2.474 .613 .613

df 96 71.783 96 96

Sig.(2 tailed) 0.013 0.016 0.541 0.541

Mean difference 0.507 0.507 0.128 0.128

Std.difference 0.201 0.205 0.208 0.208

Lower(95% confidence ) 0.108 0.098 -0.285 -0.287

Upper(95% confidence ) 0.907 0.916 0.541 0.543


26

6.1.13 Analysis 13 - CGPA and Satisfaction

Correlation Matrix

Overall

CGPA

CGPA in the

last

semester

Satisfaction

with current

score

Balance

between

social life

and studies

Overall CGPA

Pearson Correlation 1 .528** -.258

* .016

Sig. (2-tailed) .000 .010 .876

N 98 98 98 98

CGPA in the last

semester

Pearson Correlation .528** 1 -.428

** -.127

Sig. (2-tailed) .000 .000 .212

N 98 98 98 98

Satisfaction with

current

score

Pearson Correlation -.258* -.428

** 1 .247

*

Sig. (2-tailed) .010 .000 .014

N 98 98 98 98

Balance between

social life and studies

Pearson Correlation .016 -.127 .247* 1

Sig. (2-tailed) .876 .212 .014

N 98 98 98 98

Table 18 : Correlation matrix – CGPA and Satisfaction

The correlation matrix between overall CGPA and the student‟s level of satisfaction about

their grades shows negative correlation. Since we used the scale ( 1 – highly satisfied and 5-

not at all satisfied ) for level of satisfaction and ( 1- below 4.5 and 5 – above 9 ) for overall

CGPA a negative value in the correlation matrix means that if the overall CGPA increase the

level of satisfaction of the students are high and if the overall CGPA is less the level of

satisfaction is also less.


27

7. CHAPTER 7

7.1 CONCLUSIONS

There are various factors inside and outside the college that affect the academic performance

of the students. This study only focused on some of the factors outside college that influence

the student‟s over all CGPA and academic performance. The key aspect for the teachers and

the institute is to educate and guide their students effectively so that they may be able to show

quality performance in their academics. To achieve this objective it is necessary for them to

understand better about the factors that may contribute in the academic success of students.

This study concludes that the demographic and social factors have significant influence in

student‟s academic performance. Involvement in sports activities and other activities

influence students academic performance in a negative way to a great extend. Involvement in

relationship also affect the academic performance and the main finding of the research was

the negative correlation between the CGPA of the partners which shows that the involvement

in relationship affect one person positively and other negatively.

Even though most of the students participated in the survey claimed that the involvement in

the extracurricular activities help them to reduce stress the relationship between CGPS and

extracurricular activities shows that it is just a perception. Other than these social factors

students pointed out other factors such as the family related issues, fear of examination, fight

with friends and other issues happening during and at the time of exam as the factors

affecting their CGPA . Another important findings of this project is that the students maintain

almost same grades through their academics, consistency in performance, and those who got

high grades are more satisfied in their performance compared to those who did not.


28

8. CHAPTER 8

8.1 RECCOMENDATIONS AND SCOPE

1. Effort should be made by the teachers to encourage students who get less CGPA, and

since they are less satisfied with the current academic performance the chance of

motivation is high.

2. Since the study time is directly related to the overall CGPA of the students teachers

should encourage students to spent more time for studies and there should be a proper

monitoring system to analyze how students spent their time in hostels and campus.

3. Efforts should be made to advise young people of the negative role romantic

relationships may play in academic performance and the adverse consequences.

4. Sporting should be seen as an enriching leisure activity, but should be balanced in such a

way that it will not affect the academic performance.

5. Regulatory bodies should be charged with the responsibility of setting standards and

checking the involvement in extracurricular activities of students.

6. Since the students shows consistency in the performance from the first year itself

students should be motivated to perform well in academics so that they will continue it

till the end of the course.

7. Students should try to maintain a balance between academic performance and social

activities.

To determine all the influencing factors in a single attempt is a complex and difficult task. But

the process of identification of variables that affect the academic performance of the students

must be given full attention and priority so that the teachers may be able to develop

instructional strategies for making sure that all the students are provided with the opportunities

to arrive at their fullest potential in learning and performance. Further research is needed to

explore the problem on a large sample from more scattered geographical regions including

other student factors, family factors, school factors and peer factors and Further studies are

expected to verify the effect of the combined variables on the level of academic performance

among students.


29

9. CHAPTER 8

9.1 APPENDICES

9.1.1 QUESTIONNAIRE

The Effect of Social Factors on Student's Academic Performance

*Required

PART 1

1. Name (optional) : ………………………………………………………………………

2. Age * : 17-19 20-22 23-25 above 25

3. Gender * : Male Female

4. Batch and Year : ………………………………………………………………………

5. Relationship status * : Single Married In a relationship Other …..........

6. Your overall CGPA * : Below 4.5 4.5-6 6-7.5 7.5-9 Above 9

7. Your CGPA in the last semester : Below 4.5 4.5-6 6-7.5

7.5-9 Above 9

8. Your rank in qualifying examination * :

Below 1000 1000-3000 3000-5000

Above 5000 Other …………………….

9. On average, how many hours per week do you spend studying * :

Less than 5 hour 5-10 10-15 More than 15

10. I am satisfied with my current academic performance * :

Strongly agree Agree Neutral

Disagree Strongly disagree



30

11. Rate your involvement in extra-curricular activities * :

( 1-Very Active, 2-Active, 3-Neutral, 4-Not active, 5-Not at all active )

1 2 3 4 5

Students committee

Students Clubs

Sports Team

Other Activities

12. I miss classes because of my involvement in extra-curricular activities *



13. My extra-curricular activities help me to reduce stress *



14. My involvement in sporting activities affects my academic performance *



15. My involvement in club activities affects my academic performance * :




31

16. I feel like I can balance academics and my social life equally * :



17. Are you involved in a romantic relationship * Yes No

18. I had a break up recently * : Yes No

19. After break up I started concentrating more on my studies



20. My CGPA improved after my breakup



( If „YES‟ to question no .17 then go to PART 2 , „NO‟ to PART 3)

--------------------------------------------------------------------------------------------------------------

PART 2

21. How long have you been in your current relationship * :

Less than 1 year 1-2 2-3 3-4 More than 4

22. Does your partner also studying in the same college * : Yes No

23. What is your partner‟s current GPA

Below 4.5 4.5-6 6-7.5 7.5-9 Above 9 Other

24. I am satisfied with my current relationship status * :




32

25. When in a relationship I spend less time studying *



26. My relationship causes me stress *



27. I miss classes because of my relationships *



28. My current relationship status affects my academic performance *



----------------------------------------------------------------------------------------------------------

PART 3

29. Any other factors that affect your academic performance that is not included in this survey :

………………………………………………………………………………………………

30. Comments and suggestions: …………………………………………………………………

……………………………………………………………………………………………….

31. Your email id (optional) : ………………………………………………………………….

Thank you


33

10. CHAPTER 9

10.1 Bibliography

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Berger, I. E. (1997). The Demographics of Recycling and the Structure of Environmental Behavior.

Environment and Behavior .

By Jackson, T., Weiss, K. E., Lundquist, J. J., & Hooper, D. (2007). The Impact of Hope, Procrastination,

and Social Activity on Academic Performance of MidWestern Collage Students . Education , Vol. 124,

No. 2 .

Earl-Novell, S. (2006). Scholarly Communication: Academic Values and Sustainable Models. .

Eitle, T. M. (2005). o Gender and Race Matter? Explaining the Relationship. Sociological Spectrum .

Haist SA, W. J. (2000). The Effect of Gender and Age on Medical School Performance: An Important

Interaction.

Kerssen-Griep, J. H. (2003). Sustaining the desire to learn: Dimensions of perceived instructional

facework related to student involvement and motivation to learn. Western Journal of Communication

.

Marzano, T. W. (2006). School District Leadership That Works®: The Effect of Superintendent

Leadership on Student Achievement. Mid-continent Research for Education and Learning.

McCoy, L. P. (2005). Effect of Demographic and Personal Variables on Achievement in Eighth-Grade

Algebra.

Romano, J. L. (1992). Psychoeducational Interventions for Stress Management and Well-Being.

Journal of Counseling & Development .

S.S. Umar, I. S. (2010). The Effect of Social Factors on Students' Academic Performance in Nigerian

Tertiary Institutions. Library Philosophy and Practice .

Thomas J. D'Zurilla, C. F. (1991). The relation between social problem-solving ability and subsequent

level of academic competence in college students. Cognitive Therapy and Research .

Wright, S. M. (2006). Scales for the measurement of attitudes. McGraw Hill .



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