The Role of Organisational Variables in the Academic Performance of Higher Education Students

El Rol de las Variables Organizacionales en el Rendimiento Académico de Estudiantes de Educación Superior

Palabras clave: performance, institutional research, multilevel regression analysis

Resumen

his study focuses on the relevance of organisational variables as possible factors that influence the academic performance of students at a Chilean higher education institution. Data were collected from students who took different subjects between the years 2013 and 2015. A quantitative design was applied using multilevel logistic regression models to predict students’ failing rates in the subjects of mathematics, physics and chemistry. Results show that programming class schedules and the result of the first evaluation of the term are factors that affect students’ probability of failing subjects. Practical implications of these findings are discussed.

Descargas

La descarga de datos todavía no está disponible.

Biografía del autor/a

Pablo Valenzuela-Schettler, Universidad Tecnológica de Chile INACAP

Referencias Bibliográficas

Bandura, A. (2012). On the functional properties of perceived self-efficacy revisited. Journal of Management, 38(1), 9-44. doi: 10.1177/0149206311410606

Bowles, T. V., & Brindle, K. A. (2017). Identifying facilitating factors and barriers to improving student retention rates in tertiary teaching courses: a systematic review. Higher Education Research & Development, 36(5), 903-919. doi: 10.1080/07294360.2016.1264927

Calcagno, J. C., Bailey, T., Jenkins, D., Kienzl, G., & Leinbach, T. (2008). Community college student success: What institutional characteristics make a difference? Economics of Education Review, 27(6), 632-645. doi: 10.1016/j.econedurev.2007.07.003

Carrell, S. E., Maghakian, T., & West, J. E. (2011). A’s from Zzzz’s? The causal effect of school start time on the academic achievement of adolescents. American Economic Journal: Economic Policy, 3(3), 62-81. doi: 10.1257/pol.3.3.62

Clark, B. R. (1986). The higher education system: Academic organization in cross-national perspective. Berkeley, CA: University of California Press.

Credé, M., Roch, S. G., & Kieszczynka, U. M. (2010). Class attendance in college: A meta-analytic review of the relationship of class attendance with grades and student characteristics. Review of Educational Research, 80(2), 272-295. doi: 10.3102/0034654310362998

Cvetkovski, S., Jorm, A. F., & Mackinnon, A. J. (2018). Student psychological distress and degree dropout or completion: a discrete-time, competing risks survival analysis. Higher Education Research & Development, 37(3), 484-498. doi: 10.1080/07294360.2017.1404557

Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181-199. doi: 10.3102/0013189X08331140

Díaz, C. (2008). Modelo conceptual para la deserción estudiantil universitaria chilena [Conceptual Model for Chilean Higher Education Student Dropout]. Estudios Pedagógicos (Valdivia), 34(2), 65-86. doi: 10.4067/S0718-07052008000200004

Dobson, A. J. & Barnett, A. (2008). An Introduction to Generalized Linear Models. Florida, FL: CRC press.

Donnelly, M., McCormack, D., & Rimmer, R. (2007). Load and academic attainment in two business schools. Assessment & Evaluation in Higher Education, 32(6), 613-630. doi: 10.1080/02602930601116979

Dunbar, R. L., Dingel, M. J., Dame, L. F., Winchip, J., & Petzold, A. M. (2018). Student social self-efficacy, leadership status, and academic performance in collaborative learning environments. Studies in Higher Education, 43(9), 1507-1523. doi: 10.1080/03075079.2016.1265496

Edgecombe, N. (2011). Accelerating the Academic Achievement of Students Referred to Developmental Education. Retrieved from http://files.eric.ed.gov/fulltext/ED516782.pdf

Goenner, C. F., & Snaith, S. M. (2004). Predicting graduation rates: An analysis of student and institutional factors at doctoral universities. Journal of College Student Retention: Research, Theory & Practice, 5(4), 409-420. doi: 10.2190/LKJX-CL3H-1AJ5-WVPE

Goldrick-Rab, S. (2010). Challenges and opportunities for improving community college student success. Review of Educational Research, 80(3), 437-469. doi: 10.3102/0034654310370163

Henebry, K. (1997). The impact of class schedule on student performance in a financial management course. Journal of Education for Business, 73(2), 114-120. doi: 0.1080/08832329709601627

Jimerson, S. R., & Haddock, A. D. (2015). Understanding the importance of teachers in facilitating student success: Contemporary science, practice, and policy. School Psychology Quarterly, 30(4), 488-493. doi: 10.1037/spq0000134

McKenzie, K., & Schweitzer, R. (2001). Who succeeds at university? Factors predicting academic performance in first year Australian university students. Higher Education Research & Development, 20(1), 21-33. doi: 10.1080/07924360120043621

Montero, E., Palma, J. , & Bermúdez, A. (2007). Factores institucionales, pedagógicos, psicosociales y sociodemográficos asociados al rendimiento académico en la Universidad de Costa Rica: un análisis multinivel [Institutional, pedagogical, psychosocial and sociodemographic factors associated with academic performance at the University of Costa Rica: a multilevel analysis]. RELIEVE 13(2): 215–234. doi: 10.7203/relieve.13.2.4208

Pascarella, E. T., Pierson, C. T., Wolniak, G. C., & Terenzini, P. T. (2004). First-generation college students: Additional evidence on college experiences and outcomes. The Journal of Higher Education, 75(3), 249-284. doi: 10.1080/00221546.2004.11772256

Poropat, A. E. (2009). A meta-analysis of the five-factor model of personality and academic performance. Psychological Bulletin, 135(2), 322. doi: 10.1037/a0014996

Prosser, M., & Trigwell, K. (2014). Qualitative variation in approaches to university teaching and learning in large first-year classes. Higher Education, 67(6), 783-795. doi: 10.1007/s10734-013-9690-0

Ramsden, P. (1979). Student learning and perceptions of the academic environment. Higher Education, 8(4), 411-427. doi: 10.1007/BF01680529

Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university students’ academic performance: A systematic review and meta-analysis. Psychological Bulletin, 138(2), 353-387. doi: 10.1037/a0026838

Roorda, D. L., Koomen, H. M., Spilt, J. L., & Oort, F. J. (2011). The influence of affective teacher–student relationships on students’ school engagement and achievement: A meta-analytic approach. Review of Educational Research, 81(4), 493-529. doi: 10.3102/0034654311421793

Schunk, D. H., &. Zimmerman, B. (eds.) (2011). Handbook of Self-regulation of Learning and Performance. New York, NY: Taylor & Francis.

Spencer, S. J., Steele, C. M., & Quinn, D. M. (1999). Stereotype threat and women’s math performance. Journal of Experimental Social Psychology, 35(1), 4-28. doi: 10.1006/jesp.1998.1373

Stephens, N. M., Hamedani, M. G., & Destin, M. (2014). Closing the social-class achievement gap: A difference-education intervention improves first-generation students’ academic performance and all students’ college transition. Psychological Science, 25(4), 943-953. doi: 10.1177/0956797613518349

Thiele, T., Singleton, A., Pope, D., & Stanistreet, D. (2016). Predicting students’ academic performance based on school and socio-demographic characteristics. Studies in Higher Education, 41(8), 1424-1446. doi: 10.1080/03075079.2014.974528

Tinto, V. (2012). Completing College: Rethinking Institutional Action. Chicago, IL: University of Chicago Press.

Titus, M. A. (2004). An examination of the influence of institutional context on student persistence at 4-year colleges and universities: A multilevel approach. Research in Higher Education, 45(7), 673-699. doi: 10.1023/B:RIHE.0000044227.17161.fa

Van den Berg, M. N., & Hofman, W. H. A. (2005). Student success in university education: A multi-measurement study of the impact of student and faculty factors on study progress. Higher Education, 50(3), 413-446. doi: 10.1007/s10734-004-6361-1

Wimshurst, K., Wortley, R., Bates, M., & Allard, T. (2006). The impact of institutional factors on student academic results: Implications for ‘quality’ in universities. Higher Education Research & Development, 25(2), 131-145. doi: 10.1080/07294360600610370

Zabalandikoetxea, S. U., & Merino, J. D. G. (2013). Factores Dependientes de la gestión universitaria como determinantes del rendimiento del alumno: un análisis multivariante [Factors dependent on university management as determinants of student performance: a multivariate analysis]. Revista de Educación, 361, 456-489. doi: 10.4067/S0718-07052014000100002

Publicado
2019-12-16