MINISTRY OF EDUCATION AND TRAINING THE STATE BANK OF VIETNAM BANKING UNIVERSITY OF HO CHI MINH CITY GRADUATE THESIS 2020-2021 DETERMINANTS OF STUDENTS' SCHOLASTIC ACHIEVEMENT – A PRACTICAL CIRCUMSTANCE AT BANKING INSTITUTE OF HCMC HOANG THI KIM KHANH BUSINESS ADMINISTRATION SUBJECT CODE: 7340101 ADVISOR DR. NGUYEN VAN THUY HCMC March 24th, 2021 DECLARATION I hereby undertake the research: “DETERMINANTS OF STUDENTS 'SCHOLASTIC ACHIEVEMENT - A PRACTICAL CIRCUMSTANCE AT BANKING INSTITUTE OF HCMC” is my own research paper. Except for the material cited in the thesis, I guarantee that the full text of this thesis has never been published or used for qualifications elsewhere. No other person's product has been used in this thesis that has not been properly cited.
The data in the thesis is collected from the clear, reliable, and honestly and objectively processed. I confirm that the thesis is my own project. Student 1 ACKNOWLEDGEMENTS In the beginning, I would like to express my deep gratitude to the teachers who guided and passed on my knowledge and experience, as well as how to think and solve problems during my studies in Economics at Banking University of HCMC. Especially, I want to dedicate my gratitude to thank Mr.
Nguyen Van Thuy, who always enthusiastically guided and encouraged me during the process of this study. Next, I would like to thank the students for being enthusiastic and opening to exchange and supplement knowledge, as well as practitioners who helped me a lot in collecting research data. Finally, I would like to thank my family and close friends for their encouragement and support so that I can complete my degree in Business Administration. In the course of implementation, although I tried my best to complete the study, there were inevitably shortcomings.
I hope to receive comments from teachers and readers. 2 TABLE OF CONTENTS LIST OF ACRONYMS. Objective and Research Questions. Method, Subject, Scope and Significance of the Research.
Summary of chapter 1.14 CHAPTER 2 LITERATURE REVIEW. Define academic performance. Define study result. Define Evaluating study result.
Theoretical Background of the Factors Affecting Student Results-Maslow Motivation Theory by Abraham Maslow. Summary Table and Research Model. Hypotheses influencing on academic outcomes. Relation among Learning Methodologies and Academic ranking.
Relation among Self-study Time and Academic ranking. Relation among Study Motivation and Academic ranking. Relation among Teaching Methodologies and Academic ranking. Relation among Family and Friends and Academic ranking.
Relation among Society and Academic ranking. The conceptual model and hypotheses. Summary of chapter 2. Steps of Research process.
Research methodology and data. Modified the scale of factors influencing on students' study results. The scale of Learning Methodologies group. The scale of Self-study Time group.
The scale of Study Motivation Time group. The scale of Teaching Methodologies. The scale of Family and Friends. The scale of Society Influence.
The scale of Evaluating the factors influencing students study results 46 3. Verifying scale by Cronbach’s Alpha. Regression analysis and ANOVA test. Summary of chapter 3.49 CHAPTER 4 DATA ANALYSIS AND FINDING.
Descriptive statistics for quantitative variables. Evaluating the reliability of the scale. Result of exploratory factor analysis (EFA). Exploratory Factor Analysis for independent variables.
Result of exploratory factor analysis (EFA) the second time. Exploratory Factor Analysis for dependent variables. Correlation of the independent and dependent variables. Result of linear regression analysis.
Resulting Test Hypotheses (Regression coefficients are not standardized). Resulting Test Hypotheses (Standardized regression coefficients). Summary of chapter 4.74 CHAPTER 5 CONCLUSION AND APPLICATION. Family and Friends.
Limitations and future research direction. Summary of chapter 5.88 5 LIST OF ACRONYMS Acronyms Meaning BUH Banking University Ho Chi Minh city HCMC Ho Chi Minh City GPA Grade Point Average EFA Exploratory Factor Analysis FERPA Family Educational Rights and Privacy Act LM Learning Methodologies ST Self-study Time SM Study Motivation FF Family and Friends SI Society Influence TM Teaching Methodologies EF Evaluation Factors 6 LIST OF PICTURES AND DIAGRAM Chapter 02 Figure 2. 1: A model of Hermino Rodriguez Principe (2005). 2: A model of Kawtar, Elizabeth, Nathan, Sheela and Anne (2019).
3: A model of Irfan, Shabana (2012). 4: A model of Tai, Hien and Lam (2016). 5: A model of Nguyen Thuan's research paper (2015). 1: Research process model.37 7 LIST OF TABLES Chapter 02 Table 2.
1: Chosen factors influencing student’s academic result. 2: BUH point scale list. 3: BUH ranked academic list. 4: Synthesize hypotheses and expectations.
1: Research process model. 1: Number of participants in the survey. 2: Encode the Learning Methodologies group. 3: Encode the Self-study Time group.
4: Encode the Study Motivation scale. 5: Encode the Teaching Methodologies scale. 6: Encode the Family and Friends scale. 7: Encode the Society Influence scale.
9: Encode Evaluating the factors influencing students study results scale47 Chapter 04 Table 4. 1: Descriptive statistics for relevant variables. 2: Average Point of two choices questions. 3: Average Point of different level of students' academic years.
4: Descriptive statistics question A. 5: Descriptive statistics for question B. 6: Descriptive statistics for question C. 7: Descriptive statistics for question D.
8: Descriptive statistics for question E. 9: Descriptive statistics for question F. 10: Descriptive statistics question G. 11: Descriptive statistics for question H.
12: Descriptive statistics for the Evaluation Factors variable. 13: Result of the reliability assessment of Learning Methodologies scale. 14: Result of the reliability assessment of Self-study Time scale. 15: Result of the reliability assessment of Self-study Time scale.
16: Result of the reliability assessment of Teaching Methodologies scale 60 Table 4. 17: Result of the reliability assessment of Family and Friends scale. 18: Result of the reliability assessment of Social Influence scale. 19: Result of the reliability assessment of Evaluation Factors scale.
20: The result of KMO and Bartlett’s Test for independent variables. 21: Eigenvalues and covariance deviations for independent variables. 22: Result of independent factor analysis with Principal Varimax rotation method. 23: The result of KMO and Bartlett’s Test for independent variables.
24: Eigenvalues and covariance deviations for independent variables. 25: Result of independent factor analysis with Principal Varimax rotation method. 26: Discriminant Values of observed variables. 27: The result of KMO and Bartlett’s Test for dependent variables.
28: Eigenvalues and covariance deviations for dependent variables. 29: The factor rotation matrix of the dependent variable. 30: Pearson correlation analysis. 31: Model summary table.
33: Result of dependent variables linear regression. 1: Descriptive statistics for the Teaching Method variable. 2: Descriptive statistics for the Learning Methodologies variable. 3: Descriptive statistics for the Society Influence variable.
4: Descriptive statistics for the Study Motivation variable. 5: Descriptive statistics for the Family and Friends variable.83 9 ABSTRACT Education is always the central issue of social life because it determines the future of each person and of the whole society. Education is also a premise for human resource development as well as a driving force and foundation for sustainable economic development. Therefore, one of the aspects to be kept in mind is student learning outcomes.
In order to improve student learning results, this study analyzes the factors that affect the academic performance of students at Banking University of HCM based on cumulative GPA. On the basis of economic theory and related pre-research models on the assessment of students' learning outcomes, this study has proposed a research model consisting of 6 main factors such as (1) Family and Friends, (2) Study Motivation, (3) Teaching Methodologies, (4) Society Influence, (5) Learning Methodologies, (6) Self-study Time. In order to have a reliable database for the research model, this topic surveyed data in 2 school areas in the district 01 and the Thu Duc district of BUH. The number of surveys was 300, of which 45 The observed samples were discarded because they did not meet the requirements, the remaining 255 observations were included in the official data.
After running the data, the author has found out 5 out of 6 factors that influence student learning outcomes, with the regression results having an R-squared correction coefficient of 79%. From the above research results, this topic has come to conclusions, giving some recommendations to enhance student learning outcomes. At the same time, it identifies the limitations of the topic, and gives some suggestions for further research to improve study results of BUH students. Keywords: students, uderstudy, BUH, study result, learning outcomes 10 CHAPTER 1 INTRODUCTION 1.
Problem Having uneven study results among students is nothing strange but having a large range of academic ranking differences is another story that BUH needs to be concerned about. Regardless of ongoing additions in admittance to school, students actually face various exceptional difficulties in their quest for a four-year certification. A significant part of the examination centers around these difficulties and can be conceptualized into three general classifications: contemplates that measure the impact of scholarly factors, nonacademic factors, and foundation attributes. Aside from having astounding great tutees, the rest are doing reasonable or barely enough to finish the assessment or even worse.
Perhaps, they accept their courses as a commitment to satisfy capabilities due to regular prerequisites of organizations these days. Because of the present circumstance, numerous colleges are encountering a high number of understudy disappointments and low scholarly execution during the courses. There are a lot of variables impacting study capacities that colleges would need to sort out to advance the investigation after the effect of tutees. When the result is improved, the association will be known for better standing, which pulls in more possible freshmen later on.
Whatever the reasons are, the examination should be led to assist tutees with improving their learning circumstance just as prevent them dropping out of school. To wrap things up, the result of this exploration will give critical data to affirmations instructors, personnel and even strategy producers who settle on choices that impact an understudy's school insight. Objective and Research Questions 1. Main Objective The central inspiration behind this investigation is to discover those reasons that sway on students’ academic performance.
Along these lines, BUH and lecturers can plan strategies and procedures to assist tutees with improving their scholarly execution. Last but not least, it would ameliorate the organizational image of BUH. Detail Objective Firstly, the study has identified 6 aspects affecting to the topic that was determined by the author. In specific, there are Family and Friends (FF), Study Motivation (SM), Teaching Methodologies (TM), Society Influence (SI), Learning Methodologies (LM), Self-study Time (ST).
Secondly, the paper need to find out what aspect is the most effective element and which one is the least element affecting to learning outcomes. Based on data results, the author would bring out a logical view for BUH to recognize its potential on how to help students enhance their academic performance. Finally, it would help propose governance implications to upgrade learner study results as well as enhance BUH's notoriety. In order to do so, the research must figure out the number of relevant aspects impacting on student learning outcomes and how each factor affects to their study results.
After that, the study will report specifically what factors BUH can innovate to improve tutee study results. Questionnaire To direct the paper, there are three inquiries should be replied. Question 01: How many aspects does this study investigate their impact on student learning outcomes? Question 02: What factors in those aspects influence student learning outcomes the most and the least? Question 03: What factors can BUH innovate to improve student learning outcomes? 1. Method, Subject, Scope and Significance of the Research 1.
Research Method Based on the intention of this topic, qualitative and quantitative research are both contributed to this thesis. Firsthand, gathering information from previous papers to get the foundation of the field would identify theoretical framework of 12 student learning outcomes, which is qualitative method. According to the model, it would be a solid substructure to collect data by surveying samples, analyzing indicators, thereby assessing the reliability of the scale of factors affecting academic performance of students in Banking University of HCMC, which is quantitative method. Research Subject Subject of this study is the elements affected to study results of students in Banking University of HCMC.